This article presents the design of a pedagogical proposal focused on audiovisual workshops as a strategy to improve reading comprehension among eighth-grade students in an educational institution in Montería, Colombia. This project is based on sociocultural and constructivist learning theories, highlighting authors such as Vygotsky and Bruner, as well as key concepts of visual literacy. The initial diagnosis, based on tests applied to 35 students, revealed low levels of reading comprehension, with 69% of students falling into an insufficient performance range. The proposal includes dynamic and technological activities, such as video and film analysis, designed to develop critical and creative skills. The validation of the workshop by experts through Aiken's V coefficient supports its pedagogical relevance. This work offers an innovative alternative to address educational challenges in rural and urban contexts, emphasizing the usefulness of audiovisual resources to promote motivation and meaningful learning among students.