READING THE WORLD FROM CATATUMBO: CRITICAL LITERACY IN COLOMBIAN RURAL EDUCATION

Abstract

In Colombia, promoting critical reading in rural basic education holds strategic importance, particularly in regions such as Tibú and Catatumbo, which are marked by complex sociopolitical conditions. This essay explores how the pedagogical approaches of Paulo Freire, Daniel Cassany, and Isabel Solé engage in dialogue with the educational challenges of these contexts. The central idea suggests that a pedagogy of critical reading—rooted in Freire’s concept of social awareness, Cassany’s notion of critical literacy, and Solé’s reading comprehension strategies—can empower rural teachers and students to “read” their reality and transform it. The essay argues, first, that critical reading goes beyond mere text decoding to become a deep act of understanding the surrounding world. It then examines specific challenges of the Colombian rural context: multigrade classrooms, teacher training gaps, violence, and infrastructure deficits, all of which hinder the development of advanced reading skills. In response, theoretically grounded pedagogical proposals are presented: connecting the curriculum to local realities (Freire), teaching how to question and “read between the lines” (Cassany), and applying metacognitive comprehension strategies (Solé). Together, these arguments highlight the need to contextualize reading instruction in order to develop critical readers who can interpret their environment and actively participate in society. The essay concludes that empowering rural students through critical reading not only enhances their academic competencies but also strengthens their awareness and agency in the face of surrounding injustices, calling for a final reflection on the transformative role of the rural educator.