ECO READING AND WRITING AS A STRATEGY FOR THE DIGNIFICATION OF KNOWLEDGE AND TERRITORIAL EDUCATIONAL JUSTICE

Abstract

This research examines eco-reading and eco-writing as critical pedagogical strategies for the dignification of knowledge and the advancement of territorial educational justice in rural contexts. From a situated perspective, it acknowledges that traditional literacy practices have historically marginalized local knowledge, thereby reproducing epistemic and cultural inequalities. The study aimed to analyze the transformative potential of eco-literacy in the revaluation of community-based knowledge and the construction of ecological and critical citizenship. A qualitative, interpretive, and dialogical approach was adopted, supported by a theoretical review of authors such as Freire, Gadotti, and Apple. The study systematized rural educational experiences that incorporate oral narratives, social cartographies, ecological chronicles, and field diaries as forms of territorialized reading and writing. The methodology included document analysis and comparison with related research in curricular justice and eco-pedagogy. The findings reveal that eco-reading and eco-writing enable the articulation of literacy with ecological identity, collective memory, and community pedagogical agency. At the same time, tensions were identified with standardized curricular models and traditional teacher training, which limit the full implementation of these practices. The study concludes that eco-literacy represents a legitimate pathway for transforming the rural school into a space for the production of situated, ethical, and emancipatory knowledge. It is proposed to advance in the design of didactic sequences co-constructed with local communities, and in educational policies that recognize territorial epistemic diversity. The research opens new questions regarding the construction of ecological, intercultural, and democratic educational justice.