Literacity In the Teacher's Pedagogical Practice

Objective: The objective of this study is to analize the literacy teaching in rural schools with the aim of a meaningful literacy teaching. Theoretical Framework: The research is based on Vygotsky's hermeneutic approach and sociocultural theory; In addition, it presents the theoretical contributions of authors related to literacy in rural schools. Method: 6 teachers and 18 students participate in the research; It focuses on three categories: pedagogical practice, literacy teaching and rural school, highlighting the conceptual, epistemological, methodological and approaches in Latin American countries. It is a qualitative study, with a hermeneutic approach, from a sociocultural perspective. The databases used to track the information were: Dialnet, Redalyc, Scielo and Scopus. In this sense, the technique of systematized and analyzed documentary review is applied. Results and Discussion: The importance of transforming pedagogical practice is highlighted, understood as social interaction in school, governed by institutional norms. To enhance the teaching of literacy. It is argued that this should be an educational, political and social commitment that considers the cultural context of the students and fosters critical and autonomous citizens. Research Implications: It is urgent to strengthen the initial training of teachers to face the challenges in the pedagogical practice of literacy and to train citizens capable of responding to the demands of the globalized world. Originality/Value: This research opens the way to redefine the pedagogical practice of teaching literacy in rural schools.