DEVELOPMENT OF LITERACY SKILLS IN PRIMARY SCHOOL STUDENTS IN COLOMBIA: A VISION TOWARDS PEDAGOGICAL PRACTICES.

Abstract

Teaching practice is essential in the process of teaching elementary school students. At this level of learning, they acquire the foundations of their reading and writing skills, which will enable them to acquire skills and competencies in different areas of knowledge. The purpose of this article is to analyze in depth the relationship between teaching practices and the development of literacy skills in primary school students in Colombia, understanding reading and writing as sociocultural, cognitive, and pedagogical processes that are essential for comprehensive education. It examines teacher training strategies, the pedagogical use of information technologies, and national education policies that support literacy as a cross-cutting theme in school instruction. It shows that strengthening literacy skills requires a reflective and humanistic pedagogy, where teachers act as mediators of knowledge and promoters of critical thinking. This requires training critical and creative teachers as an essential condition for educational transformation and innovation, with the integration of information and communication technologies that are just as part of teacher digital literacy. All these elements would integrate collaborative, inclusive, and sustainable models that guarantee equal access to written culture in all contexts throughout the country.