Between letters and fields: enhancing reading comprehension in the new rural school

Abstract

This study explores models found in qualitative research that address the improvement of reading comprehension in rural contexts, with the aim of identifying theoretical references and educational strategies adapted to their particularities. The theoretical framework is grounded on contemporary paradigms of reading comprehension in primary education, highlighting its cognitive, linguistic, and sociocultural dimensions as fundamental axes. The methodology used was qualitative, based on a systematic document review and thematic analysis of 18 recent works on reading comprehension, obtained from databases such as Dialnet, SciELO (2022–2024), Redalyc, and Google Scholar. Of the forty-four articles initially consulted, twenty-five relevant to the rural approach were selected: twelve from Google Scholar, seven from Redalyc, three from SciELO, and three from Dialnet. The results reveal several significant categories: context-centered pedagogical approaches, innovation in teaching strategies, and the adaptation of learning processes to diverse educational realities. It is noteworthy that educational practices aligned with the local cultural environment contribute significantly to motivation and improved reading comprehension, reinforcing the connection between school, community, and culture. Finally, it is concluded that the development of reading skills in rural areas requires integrative and context-sensitive models oriented toward pedagogical sustainability. This approach favors the construction of a contextualized framework that strengthens reading instruction in rural basic education and promotes more equitable and quality education.