Liter-motion: un mundo en favor de las historias de los niños y las niñas del curso 401 en el Colegio Rafael Bernal Jiménez

Abstract

The Liter-motion project arises as a response to the concern over the deterioration of language skills among students at the Rafael Bernal Jiménez District Educational Institution in Colombia. Driven by interns Lizeth Vargas Gómez and Cristina Camilo Castro Martínez, this project aims to strengthen reading, writing, and comprehension skills through the creation of literary stop-motion. Recognizing the importance of leveraging students' prior experiences and knowledge, Liter-motion adapts to their interests and preferences, integrating meaningfully into the educational process. This process focuses on using digital tools in children's learning of reading and writing, both in the school environment and outside of it, such as at home or in the neighborhood, where they interact constantly. Traditional tools like writing, book reading, and text composition are also valued, allowing students to understand different literary genres and the function of language in the educational process. The project is implemented with a group of students from the 301 class at Rafael Bernal school, where classroom exploration processes are conducted, evaluating their skills in writing and reading, as well as their interaction with each other and with the interns during school activities. This comprehensive approach allows for a deeper understanding of the individual needs of the students and contributes to more meaningful and effective learning. During the initial interventions at Rafael Bernal Jiménez school, we worked through three phases that were planned not only to detect students' weaknesses but also their strengths. This was evident in the first phase, called observation, which involved closely observing their behaviors and how they navigate their school environment. It was also observed how they handle topics related to the Spanish language, revealing that very few students mastered the different uses of letters, spelling problems, reading, and handwriting. However, their great imagination, artistic abilities to create different objects, and active listening when being read to stood out. On the other hand, as we began the first steps of the second phase, we directly addressed these problems, ensuring the solutions were not overly aggressive or invasive, while also taking advantage of the students' skills. As a result, we started with the interns reading aloud, gathering students' opinions, setting the mood in the space, listening to suggestions, facing fears and nerves, and building confidence and security. At the same time, recognizing and confronting their weaknesses. Additionally, during the early phases of the project, a presentation was made in Mexico at the International Network Latin America, Africa, Europe, The Caribbean (ALEC) Territory(s), vulnerable population, and public policies, gaining international recognition. Likewise, the article "Liter-motion: A World for the Stories of Boys and Girls in Year 401 at the Rafael Berlan Jiménez School" was presented in the Infancias Recuperadas magazine of the Francisco José de Caldas District University.