TENSIONS BETWEEN MULTIMODAL CRITICAL LITERACY AND THE STANDARDIZED CURRICULUM IN RURAL EDUCATION: A DOCUMENTARY REVIEW (2015–2026)
DOI:
https://doi.org/10.56219/lneaimaginaria.v2i26.6433Keywords:
Critical Literacy, Multimodality, Rural Education, Standardized Curriculum, Escuela NuevaAbstract
This literature review explores theoretical perspectives, empirical findings, and research gaps on multiple-modality critical literacy in rural education, in light of standardized curriculum requirements and competency testing. The qualitative approach is hermeneutic and presented as heuristic. The scientific literature produced between 2015 and 2026 is reviewed using specialized data search engines: Scopus, SciELO, Web of Science, and Dialnet. The analysis is structured around four thematic axes: the epistemology of literacy, the semiotics of multimodality, rural education and the Escuela Nueva model, and the tensions of educational standardization. The results show an evolution of the concept of reading towards sociocritical and multimodal practices; however, a gap persists between these pedagogical proposals and rigid curricular frameworks, which act as a monomodal anchor that limits the agency of rural students. This gap produces processes of invisibilization of local knowledge and cognitive exclusion in standardized assessment systems. It is concluded that this tension creates fertile ground for the construction of a situated multiliteracy pedagogy capable of recognizing territorial realities, multimodal digital and non-digital forms of meaning production, and emerging challenges associated with technologies such as artificial intelligence in rural education.
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