La escuela rural como escenario de práctica, desde el descubrimiento de la pedagogia emocional hacía los procesos de lectoescritura

Abstract

The following work was carried out in order to show the results of the internship rural pedagogical Viva La Escuela created by the Ministry of Education of Colombia, in the Juan Crisóstomo Osorio institution which was characterized by having academic gaps, psychosocial and socio-emotional problems increased by the COVID-19 pandemic. This work demonstrates that the School was rebuilt as an epicenter of social and cultural transformation, implementing the knowledge of the Bachelor's Degree in Spanish Language and humanities creating spaces for enrichment from pedagogy emotional, reading comprehension, text production and critical analysis of the context of the students. The internship was carried out over a period of three months and was developed in three moments, The first consisted of carrying out a diagnosis on the students where the DBA and the standards established by the Ministry of Education in the area of ​​language. In a second moment, reinforcements were made to overcome the gaps, with constant motivation, personalized support and an approach to literary texts which focused on recognizing reading, comprehension and oral expression through text narratives. Finally, the topics addressed in the classroom were linked with practical exercises. It was possible to demonstrate a result that accounts for the levels of reading, writing, and orality of each of the students; demonstrating that with didactic strategies the comprehensiveness of knowledge.