PEDAGOGICAL MONITORING OF READING QUALITY IN RURAL CONTEXTS: CHALLENGES, POLICIES, AND PATHWAYS TOWARD EDUCATIONAL IMPROVEMENT

Abstract

This article analyzes the pedagogical monitoring of reading quality in children aged 8 to 12 from the rural area of the Municipality of Carmen de Bolívar, Montes de María region, Bolívar Department, Colombia. The central issue addressed is the persistent educational gap between rural and urban contexts, manifested in the scarcity of relevant materials, low connectivity, multigrade classrooms, and limitations in teacher training, which directly affect the development of reading comprehension and enjoyment. The research is based on the study of actual practices and a documentary analysis of background and recent studies, such as those by Beltrán Buelvas (2023), Zapata Marín (2020), and Universidad Javeriana (2024), which reveal how educational policies often replicate urban approaches that are poorly suited to rural realities. The abstract develops concretely by articulating the core elements of the study: it describes the problem, defines its purpose—to analyze and propose improvement pathways for pedagogical monitoring in rural reading—and explains the methods, centered on documentary review. Among the main findings, it highlights that pedagogical monitoring, understood as a formative, reflective, and continuous process, is fundamental for identifying barriers and reading potential. It emphasizes the need to strengthen the production of contextualized materials, foster the active participation of families and the community, and coordinate efforts among institutions to consolidate a sustainable reading culture. The article concludes that pedagogical support, teacher training and updating, and curriculum adaptation are key factors to improve reading quality and reduce learning inequalities. Contextualized pedagogical monitoring thus emerges as an essential mechanism to guarantee inclusive and equitable education in rural areas, fostering the integral development of children and the construction of dignified life projects.