Estrategias didácticas interculturales para la comprensión lectora en contextos rurales: revisión sistemática
Year: 2026
Type: article
Study design: Systematic Review
Abstract: Introduction: Instruction in reading comprehension within rural Peruvian landscapes underscores the need for pedagogical frameworks that actively recognize and value students' cultural backgrounds. Objective: This study aims to analyze the intercultural didactic strategies implemented in reading comprehension within these rural environments. Methodology: Adopting a descriptive design, a systematic qualitative review was performed. Content analysis and data synthesis matrices were employed to consolidate current empirical evidence. Results: Analysis revealed that 52.6% of the research originated in Latin America, with 47.4% indexed in the Scopus database. Key effective strategies encompass intercultural education, the collaborative design of instructional materials rooted in oral traditions, and situated learning, which collectively bolster student engagement and educational relevance. Conclusions: Enhancing intercultural teaching proficiency and contextualizing classroom practices are pivotal for advancing reading comprehension in rural locales. The integration of interculturality ensures a more inclusive and responsive educational model adapted to the specific cultural imperatives of the student body.
Source: Revista Tribunal
Institution: Universidad César Vallejo
Language: English
Subfield: Cultural Studies
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7202243302