ABSTRACT
Objective: The objective of this study is to analize the literacy teaching in rural schools with the aim of a meaningful literacy teaching.
Theoretical Framework: The research is based on Vygotsky's hermeneutic approach and sociocultural theory; In addition, it presents the theoretical contributions of authors related to literacy in rural schools.
Method: 6 teachers and 18 students participate in the research; It focuses on three categories: pedagogical practice, literacy teaching and rural school, highlighting the conceptual, epistemological, methodological and approaches in Latin American countries. It is a qualitative study, with a hermeneutic approach, from a sociocultural perspective. The databases used to track the information were: Dialnet, Redalyc, Scielo and Scopus. In this sense, the technique of systematized and analyzed documentary review is applied.
Results and Discussion: The importance of transforming pedagogical practice is highlighted, understood as social interaction in school, governed by institutional norms. To enhance the teaching of literacy. It is argued that this should be an educational, political and social commitment that considers the cultural context of the students and fosters critical and autonomous citizens.
Research Implications: It is urgent to strengthen the initial training of teachers to face the challenges in the pedagogical practice of literacy and to train citizens capable of responding to the demands of the globalized world.
Originality/Value: This research opens the way to redefine the pedagogical practice of teaching literacy in rural schools.
Keywords: Literacy, Teaching, School, Pedagogical Practice.
RESUMO
Objetivo: Analisar o ensino da alfabetização nas escolas rurais para promover um ensino de alfabetização significativo.
Referencial teórico: A pesquisa baseia-se na abordagem hermenêutica e na teoria sociocultural de Vygotsky; Além disso, apresenta as contribuições teóricas de autores relacionados à alfabetização nas escolas rurais.
Método: participaram da pesquisa 6 professores e 18 alunos; Centra-se em três categorias: prática pedagógica, alfabetização e escola rural, destacando as abordagens conceituais, epistemológicas, metodológicas e nos países latino-americanos. Trata-se de um estudo qualitativo, com abordagem hermenêutica, na perspectiva sociocultural. As bases de dados utilizadas para rastreamento das informações foram: Dialnet, Redalyc, Scielo e Scopus. Nesse sentido, aplica-se a técnica de revisão documental sistematizada e analisada.
Resultados e discussão: Destaca-se a importância da transformação da prática pedagógica, entendida como interação social na escola, regida por normas institucionais. Melhorar o ensino da alfabetização. Argumenta-se que este deve ser um compromisso educativo, político e social que considere o contexto cultural dos alunos e fomente cidadãos críticos e autônomos.
Implicações da pesquisa: É urgente fortalecer a formação inicial de professores para enfrentar os desafios da prática pedagógica da alfabetização e formar cidadãos capazes de responder às demandas do mundo globalizado.
Originalidade/Valor: Esta pesquisa abre caminhos para redefinir a prática pedagógica do ensino da alfabetização nas escolas rurais.
Palavras-chave: Alfabetização, ensino, Escola, Prática Pedagógica.
RESUMEN
Objetivo: Analizar la enseñanza de la literacidad en la escuela rural para propender por una enseñanza significativa de la literacidad.
Marco teórico: La investigación se fundamenta en el enfoque hermenéutico y la teoría sociocultural de Vygotsky; además, presenta los aportes teóricos de autores relacionados a la literacidad en la escuela rural.
Método: En la investigación participan 6 docentes y 18 estudiantes; se enfoca en tres categorías: la práctica pedagógica, la enseñanza de la literacidad y escuela rural, resaltando la parte conceptual, epistemológica, metodológica y enfoques, en países latinoamericanos. Es un estudio cualitativo, con enfoque hermenéutico, desde una perspectiva sociocultural. Las bases de datos empleadas para el rastreo de la información fueron: Dialnet, Redalyc, Scielo y Scopus. En este sentido, se aplica la técnica de la revisión documental sistematizada y analizada.
Resultados y discusión: Se destaca la importancia de transformar la práctica pedagógica, entendida como la interacción social en la escuela, regida por normas institucionales. Para potenciar la enseñanza de la literacidad. Se argumenta que esta debe ser una apuesta educativa, política y social que considere el contexto cultural de los estudiantes y fomente ciudadanos críticos y autónomos.
Implicaciones de la investigación: Es urgente fortalecer la formación inicial del docente para enfrentar los desafíos en la práctica pedagógica de la literacidad y formar ciudadanos capaces de responder a las exigencias del mundo globalizado.
Originalidad/Valor: Esta investigación abre camino para resignificar la práctica pedagógica de la enseñanza de la literacidad en la escuela rural.
Palabras claves: Alfabetización, Docencia, Escuela, Práctica Pedagógica.
Implicaciones de la investigación: Es urgente fortalecer la formación inicial del docente para enfrentar los desafíos en la práctica pedagógica de la literacidad y formar ciudadanos capaces de responder a las exigencias del mundo globalizado.
1 INTRODUCTION
This research is based on a doctoral thesis in pedagogy on the pedagogical practice of literacy in rural schools in the department of Putumayo (Colombia) . Therefore, This review focuses on pedagogical practice and the teaching of literacy. The first is related to the teacher, his performance and his vocation in various functions, located in an educational field and a historical time, and the second, to the teaching of reading and writing in specific contexts, in this case, in rural areas.
In other words, in recent years, the meeting point of pedagogical practice and literacy has been under investigation, given the diversity of approaches and perspectives up to the terms that circulate in academic discourse and, therefore, trying to reveal how these influence teaching and learning. In addition, it would be worth mentioning that literacy offers a new perspective to reading and writing studies, since it is not only the written code, but it is about observing how the individual uses reading and writing in social practices, including those that are evident in rural areas.
Taking into account the above, the question arises: What is the pedagogical practice of literacy in rural schools? In this sense, the objective of Analyzing is raised the teaching of the literacy in the rural school to promote meaningful teaching of the literacy . Therefore , an analysis is carried out in which the concepts related to the topic of study are addressed, with an emphasis on Latin American countries, highlighting the epistemological, methodological and relevant approaches to the selected categories.
2 THEORETICAL FRAMEWORK
Vygotsky's sociocultural theory are used ; in addition, the different theoretical contributions of the authors are presented in relation to literacy in rural schools. So much so that education is the central axis in the development of society that is in constant evolution, in the sense of the social sciences, in relation to the reality of the human being, situated in acquiring knowledge. At the same time, literacy is a basic skill to be developed in the student to acquire intellect and social interaction. Since it must "identify, produce, treat, transform, disseminate and use information in order to create and apply knowledge..." (Unesco, 2005, p. 29). F or decades, literacy has been a topic of interest in modern society, being considered an indicator of human development. Unesco (1982) has highlighted the challenges in reading and writing, linked to pedagogical practice as a set of social practices.
In this sense, it is worth mentioning that the teaching of literacy is linked to teacher training, according to Calderón, М. (2015) "Points out that the pedagogical practice of the teacher depends on his professional training, his experience, the conditions in which he works, his personality, convictions, principles and the opportunities that have been provided for his permanent updating" (p. 17). That is, the initial training of the teacher is reflected in teaching within the classroom, objectively it could be stated that the greater the training of the teacher, the better the results the students have in literacy.
3 METHODOLOGY
It is important to note that the research was qualitative (Denzin and Lincoln, 2012), with a hermeneutic approach (Herrera, 2023), focused on three categories of study: pedagogical practice, literacy teaching, and the rural school.
Once these categories were defined, the entire episteme of the object of study was analyzed. To search for information, the following descriptors were defined in Spanish:
-Pedagogical practice category: teaching practice, pedagogy, teacher training, literary practices.
- Category of literacy teaching: literacy, reading and writing, academic literacy, written culture.
- Rural school category : rurality, educational center, rural community.
Subsequently, the following databases were used to track the information: Dialnet, Erick, Redalyc, Scielo and Scopus . The selection criteria for the theoretical material reviewed were: a). Research from Latin American educational institutions, especially Colombian ones. b). Publications of research articles from 2015 to 2024. Consecutively, 70 articles were registered in the Dewey program, of which 50 were intentionally selected, taking into account the following categories: 18 from the pedagogical practice category, 17 from the literacy teaching category and 15 from the rural school category. Then, the objectives, theoretical perspectives, epistemological sources and conclusions were summarized, highlighting the meeting points and advances of the research. For the analysis, a multiple entry matrix was used, validated in previous research.
4 RESULTS AND DISCUSSIONS
This section describes the results and discussions within the three selected categories; initially, the pedagogical practice is addressed from a sociocultural context; then, the teaching of literacy, in which the pedagogical practices of literacy are described; and, finally, the rural school, a space to reveal the staging of the pedagogical practice in the teaching of literacy in rural areas.
4.1 PEDAGOGICAL PRACTICE
For several decades, the study of "pedagogical practice" has been under continuous investigation. Both in the diversity of approaches, as well as in perspectives and terms, it is situated between the educational and the cultural, with the teacher, his vocation and his performance as the central point. In this sense, in the search for information, 18 articles were found; 11 international articles in countries such as: Argentina, Brazil, Chile, Ecuador, Spain, Mexico and Venezuela; 7 national investigations were found in the departments of: Antioquia, Cauca, Cundinamarca, Nariño and Tolima. In these studies, the qualitative approach, the ethnographic method and teacher training prevail.
In Chile, Errázuriz (2017) conducted research in the initial stage of teacher training, focusing on writing. It was found that the higher the implicit transactional theories, the better the performance. On the other hand, in Spain, Gavari and Tenca (2017) studied the evolution of academic writing centers, which seek to strengthen students' reading and writing skills; in general, educational systems prioritize the development of literacy skills in students to face the challenges of a globalized world. Regarding Argentina, Carlino (2017) proposed an academic literacy research, focused on the relationship between reading, writing and subjects, as well as how teachers intervene in the learning process. Two work modalities are identified: the first, where the teacher provides guidelines at the beginning or corrections at the end, and the second, where the teacher acts during the activity. The research raises questions about where and how reading and writing should be taught, as well as what objectives should be pursued. In addition, it highlights that difficulties in addressing reading and writing in pedagogical practices persist in the 21st century, in this same sense, the sociocultural and economic context influences the results of literacy in students.
Similarly, in Mexico, Zavala (2018) explored the teaching of literacy, in relation to the ways and means with which students are taught. Within the ways, writing and printed texts are used, they are characterized by an autonomous model and an ideological model, on the other hand, they discard technological tools in the teaching of literacy. Regarding Brazil, Kleiman (2019) investigates literacy and identities in research on teacher training. This current contributed to the transformation of elitist and archaic education in the Brazilian university , in addition, the link between literacy and power is evident. In the same country, Viegas and Goulart (2020) analyzed digital literacy in teacher training, in relation to cyberculture, literacy, multiliteracies and digital literacy; they deduce that ICTs are immersed in the social practices of reading and writing.
From Mexico, Silas and Lombardi (2021) investigated the influence of cultural artifacts on the progress of literacy in indigenous students. They point out that cultural artifacts favor reading and writing based on the three dimensions of literacy. 1). Linguistic, 2). Cognitive and 3). Sociocultural. In this same sense, in Chile, Druker (2021) investigates pedagogical practices and literacy in Quechua students. It was found that students produce creative texts from the context and from the experience the teacher delves into academic literacy. Similarly, in Argentina, Taboada (2022) investigated the teaching of reading, highlighting three key points: the importance of literacy in society and the teaching of writing in school, writing as a social activity and the conception of academic writing, and the purposes of advanced literacy and its relationship with didactics in practice. Advanced literacy is understood as the ability to participate in different areas of society, including school.
In Venezuela, Escobar (2024) focused his research on pedagogical practice and highlighted the importance of critical thinking as a fundamental competence in teachers. The findings showed that teachers associate critical thinking with the areas of Spanish and social studies. In addition, in Ecuador, Cevallos et al. (2024) investigated technological and pedagogical competences in teachers, highlighting the importance of developing ICTs in the initial training of teachers to improve teaching in students.
At the national level, the selected research studies agree in referring to the shortcomings that students have in terms of reading and writing and, therefore, in the pedagogical practice of the same.
In this context, in Cundinamarca, Dueñas et al. (2018) describe the implementation of the PTA program in Colombia, strengthening pedagogical practice in urban and rural areas with positive results in the establishments that have been focused on it for longer. In the same department, Garcia and Garcia (2019) conducted research on the decolonization of the curriculum based on reading and writing courses, highlighting the importance of considering the opinion of students to avoid colonial conceptions in teaching. Likewise, in Tolima, Moreno and Silgado (2019) investigate the way of teaching writing, finding two teaching approaches: one based on transcription and dictation to train the student, and another on the writing of texts to encourage thought and communicative intention, both practices emerging from national educational policies.
In Cauca, Sánchez et al. (2019) investigated multimodal texts and found that teachers are unaware of multimodal typology and new literacies in the classroom; the importance of the sociocultural context and technology is underestimated, therefore, in Cundinamarca, Gélvez et al. (2022) investigated rural literacy: a systematic review of pedagogical experiences from a sociocultural approach. The trends and horizons of critical literacy and digital literacies were found.
From Narifio, Rodriguez and Herrera (2023) studied the relationship between student coexistence and pedagogical practice, highlighting the skills of empathy and self-knowledge; in addition, they suggest using materials and physical spaces in pedagogical practice. So much so that, in Antioquia and Valle del Cauca, Londofio and Rivas (2024) investigated the concurrences of pedagogical and discursive practice in teacher training, where interactions between knowledge, language and power are contemplated in an educational context, from comprehensive hermeneutic approaches to critical-social thinking.
Vygotsky's sociocultural theory , highlighting that part of cognitive development is found in the social interaction of individuals. The reflection of pedagogical practice transcends learning to construct and reconstruct concepts in a creative and innovative way thanks to the knowledge and training of the teacher. In this same sense, teachers have the ability to propose alternative solutions to problems encountered, designing curricula, programs and projects that develop the potential of students on a personal and social level; that is, literacy, language skills or literacy as demands of society. On the other hand, technological mediation cannot be ruled out as a teaching-learning tool. But it is still not enough; the gap of educational inequality continues in Latin America.
4.2 TEACHING LITERACY
Since the middle of the century, society has been concerned about academic literacy in relation to reading and writing, today seen as an indicator of educational quality. That is, teaching is considered to be transmitting knowledge, skills and experiences from pedagogical practice. Consequently, the conceptualization of the term literacy in Latin America by authors such as: Kalman (2004), Zavala (2004) and Cassany (2006), associate it with reading and writing, academic literacy and written culture; in addition, Londoño (2015b), Riquelme (2016) and Hernandez (2019) focus on a sociocultural context. This implies the functionality of oral and written language in certain contexts.
Therefore, literacy has been the beginning of construction and discussion, which generates a semantic evolution of reading and writing, associated with literacy from the knowledge of the written code. Therefore, literacy includes reading and writing, as well as the use of their development in the social context. That is, how people acquire the ability to read and write effectively for the competitive development of life. To define the term literacy, Cassany (2005) points out:
The concept of literacy encompasses all the knowledge and attitudes necessary for the effective use of discursive genres in a community. Specifically, it encompasses the use of written code and genres, knowledge of the function of discourse and the roles assumed by the author and the reader (p. 1).
In this regard, 17 investigations related to the research topic were found. At the international level, 12 are highlighted in countries such as: Chile, Costa Rica, Spain, Mexico and Peru; at the national level, 5 investigations were found in the departments of Antioquia and Nariño.
Based on research, the term literacy 1s based on the Latin American operational concept, Which encompasses reading and writing, discursive genres, the intention of the reader/author and the context, highlighting the linguistic abilities and skills of speaking, listening, reading and writing. Literacy can be conceived as the practice of reading and writing, not only as a written code, but also as a set of communicative skills that are learned and developed in social practice. The selected research proposes case studies, in a descriptive form, with a predominant qualitative approach.
In Mexico, Torres (2016) investigated reading and writing in preschool, based on Piaget's theory, and developed activities that allow the semiotic function in children, which consists of representation through signs. It is deduced that students may have initiated literacy skills before entering the educational system. In this same sense, in Spain, Gonzáles et al. (2018) conducted an analytical research on reading and writing in relation to academic performance, declaring that it is necessary to design instruments to measure literacy performance in primary schools in order to improve results. Similarly, in Mexico, Marquez and Valenzuela (2018) investigated the analysis of digital reading from literacy, highlighting the transformation in reading practices by technological devices, expanding the resources for the development of literacy skills.
Another interesting study was conducted in Spain. Cassany (2019) investigated the reading laboratory to understand reading, collecting 79 experiences to discover the evolution of activities that improve the understanding of written texts, pointing out that some people have difficulty discerning basic data. Also, in Chile, Jiménez et al. (2019) investigated how literacy influences students' critical thinking. The findings showed that the activity of reading and writing is based on decoding graphemes, with few spaces for the promotion of critical thinking. In addition, in Spain, Reyes and Bataller (2019) explore multiliteracies and the aesthetic experience, considered as a new paradigm within the teaching and learning of languages, focused on intertextuality, literary routes and experimental poetry.
On the other hand, in Chile, Thibaut (2020) investigated the relationship between literacy, digital culture and teaching practice, identifying models based on texts and technology, the latter being considered an innovative model. Regarding Peru, Ramos (2021) carried out a bibliometric analysis on academic literacy from 1989 to 2020, a growth in research on this topic was observed, being key in terms of literacy, literacy, reading and writing. In addition, in Mexico, Romo (2021) investigated literacy from integrative realities, it was observed that students became familiar with the conventions of language and the teacher used the context to develop literacy.
From Costa Rica, Murillo (2022) reflected on the reading and writing gaps during the covid-19 pandemic in 2020 and 2021; education went from in-person to virtual, and the school, family, and students made commitments, the students with the greatest educational gap were those who had connectivity problems. In agreement, Chile, Rojas, and Gonzalez (2023) investigated critical digital literacy and its relationship with historical narratives on social networks, the proposed work model integrates culture, politics, historical memory, and the student's prior knowledge, with the potential to improve pedagogical practice in the classroom. Regarding this, Spain, Martinez et al. (2024) explore multimodal literacy in pre-service teachers. Using the wordless album technique, they point out the need to create multimodal text learning activities and situations to develop decoding skills based on image understanding.
At the national level, research has also been carried out that methodologically contributes to the teaching of literacy and, as a meeting point, the problems of reading and writing are highlighted.
In Antioquia, Londoño (2015a) conducted a state of the art study focused on literacy, based on concepts of written culture, academic literacy and literacy, with contributions from Emilia Ferreiro, Paula Carlino and Daniel Cassany. She mentions that reading and writing have been topics of research and discussion in the last 30 years in Latin America, both at an academic level and in the social and human sciences. It follows that the development of reading and writing must be approached from a linguistic or literary perspective, including cognitive and sociocognitive elements; she points out that literacy is a competence that is constantly under construction. So much so that in Colombia it is a term under discussion and unknown to some teachers. Therefore, in Narifio, Zárate et al. (2015) investigated Afro-Colombian literacy, revealing the diversity of uses and assessments of reading and writing in the community, covering areas such as aesthetics, organization, administration, law and school.
Likewise, in Antioquia, Sito and Kleiman (2017) investigated conflicts in literacy practice, in accordance with Bakhtin's circle theory, revealing disagreements with the university and educational policies, which exclude student situations in relation to language and interculturality. In the same department, Suarez et al. (2019) analyzed literacy levels. It was observed that, from the implementation of technological elements, their literacy skills improved, as well as their academic performance, interest and attitude towards reading and writing.
Similarly, in Antioquia, Mora (2022) researched languages, spaces: for a relationship around literacy. He points out that the concept of literacy has been constructed as a counterproposal to the way of understanding reading and writing, mentioning that, to transform education and society, it is necessary to give teachers the conceptual tools, so that they read their contexts and create their content and activities for their students.
The category of literacy teaching is analyzed from the teacher's perspective, considering that literacy is a global competence of society and, therefore, reading and writing immersed in the sociocultural context build knowledge and improve academic, work and social conditions. On the other hand, research suggests the design of instruments that measure reading and writing performance to achieve literacy skills at each grade level. It should be noted that there are limitations that affect literacy teaching such as the Covid-19 pandemic, lack of energy in rural schools, lack of technological tools and training in digital skills for teachers.
4.3 RURAL SCHOOL
After going deeper into the teaching of literacy, it is important to examine literacy in rural schools, conceptualized as an educational academic training center, with specific demographic, geographic and sociocultural characteristics. Considered as a learning space. In this sense, 15 articles were found classified as follows: 8 international investigations, in countries such as Brazil, Chile, Spain, Mexico and Peru; in addition, 5 national articles, in the departments of Bolivar, Boyacá, Cundinamarca and Santander.
This is how Avila (2017) investigated significant pedagogical experiences of rural education in Colombia, Brazil and Mexico. He considers that there is a majority population in the rural area, therefore, an inclusive and contextualized curriculum must be proposed. In relation, Mexico, Juarez and Lara (2018) investigated the pedagogical practice of the multigrade rural school, through learning communities with the support of Conafe , they analyzed personalized teaching and the collective construction of knowledge, promoting dialogue and collaboration. Similarly, in Chile, Diaz et al. (2018) explored the factors and interactions in teaching and learning in rural areas. It was found that teachers are guided by the national curriculum, they have limitations in the development of contextualized pedagogical activities.
In Spain, Abós (2020), in his research, highlights the diversity and heterogeneity in ages, interests, capacities and expectations of the groups that make up the rural school, which generates a challenge for pedagogical practice; likewise, the heterogeneous sociocultural conditions of the different rural contexts make a differential analysis and treatment necessary. On the other hand, in Peru, Segovia et al. (2020) explored the resilience of teachers who work in rural schools; they point out that resilient teachers have developed skills to adapt to the context and have also strengthened the values of autonomy, self-esteem and creativity to carry out their work. In this same sense, in Chile, De la Vega (2021) investigated the professional development that teachers have when working in rural schools. The findings show the need for programs or initiatives that strengthen the leadership of teachers with adaptation and transformation capacities in teaching in rural schools.
In Spain, González et al. (2021) investigated the strengths and weaknesses of rural schools; they highlighted the positive vision of the school climate and the educational community; the weaknesses include the figure of the traveling teacher, not living in their workplace, the lack of teaching materials and technological tools. Similarly, in Chile, Thibaut and Lizasoain (2024) explored how interactions and multiliteracy pedagogy develop in the language and communication classroom. They highlight the importance of integrating dialogue and multiliteracy in the classroom and criticize the traditional structure of interactions that focus on short, closed questions or memorized content, forgetting the reasoning and argumentation that contribute to the development of literacy.
At the national level, 7 Colombian studies are cited that analyze rural schools from different perspectives, including that they are located in a natural environment and are dispersed. Several of these schools have few students in each grade; therefore, the teacher serves from preschool to fifth grade.
In Bolivar, Rivera (2015) investigated the relationship between rural schools and community ties. It was discussed that rural schools are being supplanted by urban schools in their methodology and evaluation; but they can also be transformed through social and cultural emancipation. From Boyacá, Rodriguez and Saavedra (2018) investigated ICTs and how they influence the new school model. This was shown to be favorable in learning, but they must strengthen the teacher's knowledge and technological tools. In the same department, Gonzalez and Londoño (2019) explored significant literacy strategies and experiences, recognizing that reading and writing skills strengthen literacy and are developed in a sociocultural context.
In Santander, Herrera and Rivera (2020) investigated rural education as a challenge for higher education, and point out that the economic situation, poor academic performance and the development of technological skills are the main factors that demotivate students when entering higher education. On the other hand, in Cundinamarca, Forero (2021) investigated the new school, a descriptive review of its evolution in rural education, reflecting on how to improve pedagogical practice, learning in diversity and prevention of rejection among peers in rural educational settings. In the same department, Galvis (2021) investigated the impact of the armed conflict on rural education in Colombia, a situation that is causing violence and, therefore, violating the fundamental right to life and education. The above directly affects pedagogical practice in rural schools.
In the same direction, Nasamuez (2024) analyzes the implementation of technological devices in rural Colombia during the pandemic, addressing the inequality in infrastructure, internet coverage and technological devices, raising the alert about the quality of rural education in contrast to the pandemic and educational policies.
In closing the rural school category, some interesting points stand out: a) there is a general curriculum for rural schools, which does not include the characteristics of the context, b) the pedagogical practice of the rural teacher varies when professional experience, vocation and resilience to overcome difficulties are related; on the other hand, multi-grade school education affects the teaching-learning of students, since a teacher must prepare his classroom plan for six grades, с) in student learning, class attendance and affection between teacher and student stand out, but there are two negative points that affect pedagogical practices, including socio-economic vulnerability and the little time that parents share with their children in the development of schoolwork, d) one of the limitations of teaching learning in rural schools is the scarce provision of teaching material, e) lack of technological tools for teaching digital literacy.
5 CONCLUSIONS
Pedagogical practice focuses on the social interaction of the participants in the training process within a school community, which carries with it a series of conditions, regulations and roles pre-established by an institutionalized power. This practice tends to strengthen the foundations required in a training process, concentrating on conditions of creativity and innovation, a condition that must transform the curricular, the programmatic, the pedagogical and the didactic, particularly in the subject of literacy at the different levels of schooling.
This allows us to think of literacy teaching as an educational, political and social commitment. Educational because it invites teachers to consider the social and cultural elements surrounding students, where being able to understand and produce texts with communicative functionality surpasses merely linguistic elements. Political given the commitment that teachers assume to consolidate their practices in favor of the construction of critical, autonomous and democratic citizens, capable of revealing biased discourses and defending their points of view through arguments. And, social, particularly, because of the community implications that come with accompanying the process of training students from a situated, localized and significant commitment.
The above allows us to focus on rural schools and their realities, where institutional guidelines presume a hegemonic formation of students from a country as diverse as Colombia, ignoring their community, social and cultural environments, making a commitment to literacy, but supported by the traditional view, where identifying and reproducing the linguistic signs of a language is sufficient, to the point of making invisible this cultural and symbolic capital of rural families and communities.
Therefore, by putting the categories of pedagogical practice , literacy teaching and rural school in tension , exercises of power established in institutions are revealed that tend to ensure that education, especially in rural areas, does not fully satisfy the anthropological, community, geographical and natural conditions that demand students with a capacity for textual understanding and production that allows them to contribute proactively to the benefit of their environment, turning it into a territory where they can develop a life project.
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Abstract
Objective: The objective of this study is to analize the literacy teaching in rural schools with the aim of a meaningful literacy teaching. Theoretical Framework: The research is based on Vygotsky's hermeneutic approach and sociocultural theory; In addition, it presents the theoretical contributions of authors related to literacy in rural schools. Method: 6 teachers and 18 students participate in the research; It focuses on three categories: pedagogical practice, literacy teaching and rural school, highlighting the conceptual, epistemological, methodological and approaches in Latin American countries. It is a qualitative study, with a hermeneutic approach, from a sociocultural perspective. The databases used to track the information were: Dialnet, Redalyc, Scielo and Scopus. In this sense, the technique of systematized and analyzed documentary review is applied. Results and Discussion: The importance of transforming pedagogical practice is highlighted, understood as social interaction in school, governed by institutional norms. To enhance the teaching of literacy. It is argued that this should be an educational, political and social commitment that considers the cultural context of the students and fosters critical and autonomous citizens. Research Implications: It is urgent to strengthen the initial training of teachers to face the challenges in the pedagogical practice of literacy and to train citizens capable of responding to the demands of the globalized world. Originality/Value: This research opens the way to redefine the pedagogical practice of teaching literacy in rural schools.