Reconociéndonos en comunidad

Abstract

Rural education in Colombia faces the challenge of designing pedagogical strategies that foster collective learning, emphasizing the active participation of children. Dialogue and social interaction play a crucial role in individual development within a social context. This report highlights key pedagogical actions that contributed to building knowledge about the spaces children inhabit—home, street, and neighborhood—and how they relate to these environments. These initiatives were implemented under the “PTAFI 3.0” program, launched by the Ministry of National Education, which aims to bridge learning gaps in rural areas through art, play, literature, and environmental exploration. The report presents experiences from a teaching internship in Villamaría, Caldas, specifically at the Gerardo Arias Ramírez School, John F. Kennedy campus. It focuses on how students interact with their reality and how this impacts their socialization processes. Divided into four sections, it covers the program's context, conceptual foundations, and analysis of results, emphasizing dialogue, reflection, and writing as essential tools. Through these methods, students strengthened their communication skills, engaged in critical thinking, and recognized themselves as active participants in both their learning and their community.