The article presents the systematization of educational experiences on the teaching of reading and writing processes, through the implementation of new pedagogical strategies that generate curricular transformations to observe a significant learning in the students. The objective of the study was to strengthen literacy processes through research as a pedagogical strategy supported by information and communication technologies. Methodologically, it was guided by a qualitative approach, using the type of research -action, from a descriptive design, as a unit of analysis, forty (40) third-grade students from the mixed rural school of Jesus del Monte, of the Department of Magdalena, were selected. Where techniques such as interviews and participant observation were used. Finally, it was observed that the children developed reading and writing practices based on the contextual and cultural components, performing an experiential process where the theory was put into practice from their everyday life.