Academic literacy as a tool for educational inclusion in vulnerable communities in Latin America

Abstract

Introduction: Academic literacy represents a key pillar for promoting educational inclusion in vulnerable communities in Latin America, overcoming the reductionist view of literacy. This comprehensive approach seeks to develop discursive, critical, and argumentative skills that allow students to integrate into diverse academic environments, addressing socioeconomic and cultural barriers from a social justice perspective. The objective of this study was to analyze how academic literacy contributes to reducing access and retention gaps in the educational system. Methodology: A documentary-based study was applied, and the type of study was explanatory and bibliographic. Results: The results highlight that contextualized academic literacy, mediated by ICTs and inclusive methodologies, strengthens students' sense of belonging and improves their communication skills. Successful experiences in Colombia, Ecuador, and Peru demonstrate that integrating cultural values, community participation, and ongoing teacher training is key. However, structural challenges such as poor infrastructure and a lack of sustained policies persist. Conclusion: Public policies that guarantee equitable access to academic literacy are needed as a basis for transformative and inclusive education.