Literary center to promote the study of contemporary Colombian literature
Karen Patricia Watts Rodríguez
Mireya Castellanos León
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Introduction
International criteria for evaluating educational
progress are increasingly focused on learning
acquisition, inclusion, and educational quality,
considering academic as well as psychological
and social aspects. Thus, since 1990, Latin
American countries have begun to outline
educational policies and action strategies to
improve the quality of education, inuenced
by the recommendations of the United Nations
Educational, Scientic, and Cultural Organization
(UNESCO, 1990) in the World Declaration on
Education for All and the Framework for Action
to Meet Basic Learning Needs.
UNESCO’s concern with the quality of education
is not new; more than 20 years ago, the report
Learning: The Treasure Within (Delors, 1996)
reected on the link between quality and equity.
The report argued that an educated society
requires quality basic education, for which good
teachers are essential. The strategies proposed
in the report relate mainly to the social situation,
teacher training and teachers’ working conditions.
The report proposed that lifelong education
should be based on four pillars: learning to know,
learning to do, learning to live together, and
learning to be. This conceptualization implied an
integrated and comprehensive view of learning
and quality education (Delors, 1996).
Among the strategies proposed at the
international level, a Global Network of Learning
Cities (UNESCO, 2022) has been established,
based on policies that provide inspiration, know-
how, and best practices to promote lifelong
learning for all. In this way, UNESCO species a
series of characteristics that this network must
meet, through which the city improves individual
empowerment and social inclusion, economic
development and cultural prosperity, as well as
sustainable development.
In the search for improving the quality of
education and excellence in learning, low
interest in reading is an issue that has been
the subject of concern for decades, both for the
educational institutions of the countries and for
UNESCO (Pérez et al., 2018). There is sucient
evidence of the importance of supporting the
habit of reading from an early age, making
reading a pleasurable act that has a positive and
signicant impact on the child (Soto, 2007), since
it aects not only their cognitive development,
but also their procedural development, for the
management of words, phrases and grammar,
and their socio-aective development.
Despite its advantages, learning to read seems
to arouse little interest among students, which
is a great weakness, given that written materials
make other learning visible, allowing those who
read to approach information, whether through
books, study guides, advertisements, or the
Internet; therefore, it is necessary to know
how to read to know what one wants to know
by oneself, without having to ask others. Thus,
some might think that, by stimulating interest
in reading, they should “improve literacy to
the maximum, because it is essential for the
scientic, technological, and cultural progress of
a country” (Domínguez et al., 2015, p. 95).
In this sense, the role of educational institutions
is fundamental to contribute to the meaningful
learning of reading; for this, it is essential not
only to teach how to read but to do it with
meaning and signicance, thus promoting the
pleasure of reading, familiarizing children with
books, stories, poems, which allow them to open
their minds to real and fantastic scenarios, thus
nurturing the intellect, thinking, and emotion.
Therefore, the teaching of reading should
seek new experiences aimed at stimulating
students’ reading skills so that they understand
that it is a means for their linguistic growth,
which contributes to the improvement of their
vocabulary and the broadening of their horizons
of knowledge (Domínguez et al., 2015). The
school must assume its role of responsibility
in teaching reading and promoting the habit of
reading to achieve signicant student learning
in this important area. In the same way,
parents are called to support the school in this
transcendental task by helping their children
in the practice of reading and by setting an
example of reading in the family (Ayala and
Arcos, 2021); these strategies that involve the
family are a support to the school.
In the Colombian education system, there is
evidence of low levels of reading comprehension
among the country’s children and adolescents