Повышение уровня читательской грамотности учащихся основной школы Аргентины

Отечественная и зарубежная педагогика. 2025. Т. 1. № 5(108). С. 131–143.

Bocharov Y., Lysova-Golomzina E.

The article discusses the study of factors that influence the level of reading literacy
among high school students in Argentina. This work is relevant because it aims to understand the
causes of the negative trends observed in both international comparative studies, such as PISA 2022,
and the national monitoring system in Argentina. The focus of the study is on the self-reflection
of schoolteachers about the current state of reading literacy and potential ways to improve it in the
context of socio-political changes. It is based on qualitative research methods, including an online
survey with 14 participants and in-depth interviews with educators from Argentina. The goal was
to gather their insights into the causes of declining reading literacy levels and how to address this
trend at the school level. The findings of the study identified several key factors contributing to the
decrease in reading literacy, including changes in educational policies, lack of teacher training, and
lack of access to quality reading materials. The researchers suggest that addressing these issues can
help improve reading skills among students and contribute to a more literate society. Among the
factors that contribute to the challenges in reading literacy in modern Argentina are the insufficient
preparation of students for working with text, the weak reading culture, the lack of digitalization,
and the prevailing socio-political and economic conditions. However, there are also individual
cases where teachers manage to overcome these challenges and achieve positive results, despite the
difficulties.
The data obtained from this research emphasizes the importance of considering the opinions of
teachers as active participants in the education process. It also allows for a better understanding
of the actual challenges in this area. The findings contribute to the international understanding of
reading literacy and create the basis for future comparative studies aiming to reduce educational
inequality and improve the quality of education in Argentina.

Keywords: школьное образование, читательская грамотность, educational inequality, reader literacy, school education, school resilience, PISA 2022, школьная резильентность, PISA 2022

Publication based on the results of: Literature and Society: a Sociocultural Descriptions (2022)