Creación de vehículos con materiales PET y otras actividades educativas en el contexto de la educación rural en el marco Programa de Tutorías para el Aprendizaje y la Formación Integral (PTA/FI 3.0)

Abstract

This document addresses the challenges faced by rural educational institutions in Colombia in ensuring meaningful science education, particularly in contexts with structural and pedagogical limitations. It focuses on the Quebrada de Becerras Educational Institution (QUEBEC) located in Duitama, Boyacá. This study was carried out within the framework of the Tutoring Program for Learning and Comprehensive Training (PTA/FI 3.0) of the Ministry of National Education, with the aim of implementing alternative methodologies to overcome traditional teaching approaches. The work began by acknowledging the marked inequalities between urban and rural education in Colombia, grounded in policies such as the General Education Law and the National Development Plan 2022–2026. The pedagogical model of Escuela Nueva and the CRESE approach—which integrates civic, environmental, and socio-emotional dimensions—were adopted to design experimental activities under the "EcoScientists" Interest Center. The proposal sought to transform physics teaching through contextualized strategies, such as building vehicles using recycled PET materials, allowing students to understand scientific concepts based on their daily realities. Methodologically, the research followed a qualitative-descriptive approach organized into three main phases. Initially, a diagnosis of the institution's social, cultural, and educational context was conducted. Subsequently, activities adapted to different grade levels (from first to ninth) were designed using accessible materials such as PET bottles, rubber bands, and solar cells. Finally, interactive laboratory scripts were implemented, incorporating active methodologies such as problem-based learning, allowing students to explore concepts like force, energy, and motion in a practical and meaningful way. The results showed significant progress in various aspects. A notable increase was observed in student motivation and participation in natural science classes, as well as a better understanding of physical phenomena through direct experimentation. The activities fostered the development of basic scientific skills such as hypothesis formulation and critical analysis, while also promoting environmental values through the recycling and reuse of materials. Particularly noteworthy was the transformation of the classroom into a dynamic space for creation and research, breaking away from traditional rote learning models. This experience demonstrates that the PTA/FI 3.0 approach, complemented by strategies such as Interest Centers and interactive laboratories, constitutes a viable alternative for improving educational quality in rural contexts. Among its main achievements are its adaptability to the environment, low implementation cost, and the comprehensive strengthening of student competencies. However, the study also identified ongoing challenges, such as the need for greater teacher training in active pedagogies and overcoming infrastructural limitations. The findings suggest that this model could be replicated in other institutions with similar characteristics, thus offering a concrete response to the challenges faced by rural education in Colombia.