Interactive literacy: a strategy mediated by LKT in rural education

Abstract

his essay is aimed at reflecting on the search for improvements and possibilities for enhancing the quality of teaching and learning processes through methodological strategies articulated with Learning and Knowledge Technologies (LKT). This analysis acknowledges the rural context and its challenges, including multigrade classrooms and students in overage conditions—factors that shape these territorial settings as distinctive educational environments.

Based on a review of prior studies, an educational inequality between students from urban and rural contexts becomes evident, as supported by UNESCO. Among the most affected competencies is literacy. Likewise, the inherent conditions of rural environments—such as low connectivity, a lack of technological devices, and limited infrastructure—constitute significant barriers. Nevertheless, the use of LKT can become a key tool for strengthening educational processes in these contexts, helping to close gaps and enhance pedagogical practices in educational institutions. In this sense, LKT should not be understood merely as a complement, but as a strategic means to promote the development of basic competencies such as literacy.