Aire en acción y otras actividades educativas como estrategia para la formación integral en el programa PTA/FI 3.0

Abstract

This thesis presents the pedagogical experience developed within the framework of the Tutoring Program for Comprehensive Learning and Training (PTA/FI 3.0), an initiative of the Colombian Ministry of National Education that seeks to transform schools into spaces for human development, inclusion, and equity, with an emphasis on rural and vulnerable institutions. The intervention was carried out at the San Luis Educational Institution, located in Duitama (Boyacá), where teaching strategies were designed and implemented aimed at teaching physical phenomena associated with air, integrating science with artistic and inquiry-based activities. The central objective was to contribute to strengthening students' scientific, civic, and socio-emotional skills through a comprehensive, active, and contextualized educational approach. The methodology employed was qualitative, based on the principles of action research. It began with an assessment of the school context, the identification of learning needs, and joint planning with educational stakeholders. Subsequently, practical activities grouped under the theme "Air in Action" were designed and implemented at the Science and Technology Interest Center. The educational sessions included experiences such as "Crazy Wigs," "The Blowing Cloud," "Homemade Faucet," "Sound Journey," "Energy Transformation," and "Balloon-Powered Car," among others. Accessible and recyclable resources were used, which facilitated knowledge acquisition through exploration, observation, and critical reflection. The activities were adapted to different grades, from first to seventh, responding to the educational standards of the Ministry of National Education and promoting meaningful and experiential learning. The results show that the students were able to clearly understand physical concepts such as force, pressure, energy transformation, and the properties of air, applying them to their reality. Their interest in science increased, as did their communication, collaboration, and critical thinking skills. Additionally, creative expression was strengthened through artistic activities, which allowed them to connect scientific knowledge with everyday life. This proposal not only contributed to academic learning but also to the children's personal and social development, thus fulfilling the goals of holistic education proposed by the PTA/FI 3.0 program. Regarding teaching practice, the experience allowed the teacher's role to be redefined as an active mediator of knowledge, facilitating innovative, situated, and student-centered pedagogical processes. It also demonstrated the value of active and experimental methodologies in teaching physics, especially in rural contexts with limited resources. The intervention reaffirms that transformative education must recognize the knowledge of the territory, encourage participation, and adapt to the characteristics of the environment, promoting educational equity. Furthermore, the interaction between school, community, and university was key to strengthening the relevance of pedagogical actions and projecting them toward social change. In conclusion, the work demonstrates that it is possible to improve educational quality through creative, relevant, and holistic pedagogical proposals. The implementation of "Air in Action" as a strategy for teaching physics in primary and secondary education has helped spark interest in science, foster diverse abilities, and transform children's traditional perceptions of education. This experience provides a possible path for other similar contexts, where access to knowledge becomes an effective, relevant, and transformative right.