Didácticas de la literatura intercultural en la educación secundaria rural de Ciénaga de Oro, Córdoba, Colombia

Abstract

This article analyzes the didactics of intercultural literature used in secondary education in official rural schools in Ciénaga de Oro, Córdoba, Colombia. The study follows a qualitative approach, a constructivist and interpretive epistemic model, and an ethnographic method. The research setting comprises five rural educational institutions; fifteen teachers, twenty-five students, and five school administrators participate because of their direct involvement in literary teaching and learning processes. Data are collected through semi-structured interviews, participant observation, and a field diary. They are then organized in analytical matrices and examined through content analysis, hermeneutic interpretation, and semantic networks supported by ATLAS.ti. The findings show that teachers understand intercultural literature as a mediation for recognizing diversity, strengthening cultural identity, promoting respect, and expanding the ethical understanding of both familiar and unfamiliar realities. Observed practices combine shared reading, group discussion, projects, dramatization, written production, local narratives, and digital resources. Nevertheless, tensions remain between participatory approaches and expository routines, together with a preference for the Western canon and traditional narrative genres. The study concludes that rural literary didactics take on a hybrid character by linking orality, collective memory, and universal texts; however, they require greater curricular systematization, specialized teacher education, culturally relevant resources, and formative assessment. As an applied contribution, the proposal «Ciénaga de Libros: Navega en el Mundo de la Literatura» is formulated to develop communicative and social skills through contextualized intercultural reading experiences.