"Las maravillas de la luz y los colores”, en el contexto de la educación rural

Abstract

This document arises from the development of an internship in the framework of the Tutoring Program for Learning and Integral Formation (PTAFI 3.0), proposed by the Ministry of National Education, which seeks to close the gaps between rural and urban education through contextualized pedagogical strategies. This internship was carried out at the Marco Antonio Quijano Rico Integrated Educational Institution, located in the municipality of Sogamoso, Boyacá, in a rural environment characterized by geographic dispersion and limited socioeconomic conditions. In this context, pedagogical activities focused on the teaching of science (physics) were designed and applied, integrating the guidelines of the National Plan for Reading, Writing and Orality (PNLEO) and the CRESE strategy. The work was based on a regulatory and pedagogical framework that recognizes education as a fundamental right, emphasizing inclusion, quality, relevance and comprehensive education in rural contexts. It was based on policies such as the Ley General de Educación, Plan Nacional de Desarrollo “Colombia Potencia Mundial de la Vida”, Proyecto de Educación Rural, Ley Cero a Siempre and the Escuela Nueva model. These policies orient rural education towards pedagogical approaches such as multi-grade classrooms and contextualized teacher strengthening. The methodology of the internship was based on the reading of the context of the different rural sites that make up the educational institution, considering geographical, social and cultural factors in order to plan activities that respond to the particularities of the territory. Priority was given to the use of active strategies, simple and accessible resources, and the participation of students as protagonists of the process. The activities implemented focused on optical phenomena through three experiences: refraction in bottles, decomposition of light with a CD and flashlight, and observation of the natural environment with magnifying glasses, in an experience called “Little Scientists”. These experiences allowed students to observe and describe physical phenomena in a practical and meaningful way, integrating choral reading and writing as part of the formative process. In the multi-grade classrooms, guides were adapted to include coloring, tracing and oral expression exercises, strengthening cognitive, motor and social skills. The activities responded to the students' interests and favored collaborative work between different ages and grades. In addition, workshops related to emotions were implemented, integrating the socioemotional line of the CRESE component. In the interpretation of the results obtained from the activities, there was a high level of participation, interest and appropriation of the concepts by the students. The guides designed and the use of accessible materials facilitated understanding and encouraged autonomy. The oral and written interventions made it possible to evaluate the comprehension of the content and to observe significant progress in oral expression, reading and writing. Challenges were also identified, such as lack of time, limited teacher availability and logistical limitations of access to rural sites. However, the process was enriching for both the students and the teacher in training. In conclusion, the report shows how it is possible to bring the teaching of scientific content to the rural context through contextualized, participatory and creative pedagogical proposals. PTAFI 3.0 is an opportunity to strengthen education, promote comprehensive training and redefine the role of the teacher as a learning companion.