Reading Comprehension and Cultural Identity in Lower Secondary Education: A Situated Pedagogical Proposal Based on Cordoban Short Stories
Abstract
Reading comprehension is a core competence for school learning and the development of critical thinking; however, in rural contexts, difficulties related to interpretation, inference, and critical evaluation of texts persist. In Puerto Escondido, Córdoba, historical Saber 11 results show low performance in Critical Reading between 2020 and 2024, with municipal averages below the national mean. The aim of this study was to develop a pedagogical proposal mediated by situated learning and based on Cordoban short stories to strengthen reading comprehension among lower secondary students. The research was framed within a socio-critical perspective, using a mixed-method approach and participatory action research design. A total of 140 sixth- and seventh-grade students from three educational institutions participated in the study. Data were collected through direct observation, interviews, pedagogical workshops, field diaries, rubrics, checklists, and self-, peer-, and teacher-assessment processes. The intervention was organized into five literary workshops structured around pre-reading, while-reading, and post-reading activities. The results show progressive improvement, especially in literal and inferential comprehension. In the final workshop, 89.3% of students reached the literal level, and 77.15% improved in the inferential level. Critical reading showed more moderate progress, suggesting the need for sustained pedagogical work. It is concluded that Cordoban short stories, when articulated with a situated pedagogical proposal, promote motivation, participation, cultural identity, and meaningful reading comprehension.
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