“Dinamizarte en la escuela Ana Eva Escobar”

Abstract

Rural education in Colombia has historically faced deep-rooted challenges that have affected both academic quality and the comprehensive development of students. Despite efforts to improve educational coverage, rural schools continue to suffer from multiple barriers, such as scarce resources, inadequate infrastructure, the geographical dispersion of communities, and a lack of ongoing teacher training (Sánchez, 2019). These factors hinder access to quality education, generating structural inequality that has placed students in rural areas at a disadvantage compared to their urban peers. The lack of adequate educational support has, in many cases, resulted in poor academic performance and a limited capacity for students to fully develop socially, emotionally, and cognitively (González & Pérez, 2021). This context was further intensified by the global COVID-19 pandemic, which exposed the weaknesses of the Colombian education system, particularly in rural areas. During this period, educational gaps widened due to the lack of access to technology and the additional challenges of distance learning in communities with limited connectivity (MEN, 2020). Thus, rural schools were not only limited in their ability to offer academic content, but they also ceased to be a space for social interaction and emotional support for students, a crucial function in their overall development. This situation highlighted the urgent need to rethink the educational model, recognizing that education must be an inclusive process that addresses both the academic and emotional needs of students. To respond to these challenges, an educational project aimed at improving educational quality was designed and implemented in a rural school located in the municipality of La Estrella, Antioquia. This project was part of the PTAFI 3.0 program (formerly known as Viva la Escuela) and aligned with the educational policies of the Ministry of National Education (MEN, 2020), which promote equity and inclusion in access to quality education for all children, regardless of their geographic location or socioeconomic status. Specifically, the project was based on the premise that education is a fundamental right that must be guaranteed to all students, regardless of any external barriers they may face. Furthermore, it was emphasized that education must be comprehensive, considering not only academic aspects but also the social, emotional, and ethical components of students, promoting their development as complete and autonomous human beings (Rodríguez, 2018). The comprehensive approach of this project aimed not only to improve students' academic outcomes but also to strengthen their emotional and social resilience. In rural areas, where students face vulnerable conditions, it was essential that the school not only serve as a transmitter of knowledge, but also as a safe and supportive space where students could develop emotional and social skills that would allow them to face the challenges of their environment (Martínez, 2020). In this way, the project offered students at the Ana Eva Escobar Educational Institution the necessary tools to overcome the barriers that limited their development and provide them with an education that not only prepared them for their academic future but also to become conscious, caring, and resilient citizens. Throughout the project's implementation, innovative and contextualized pedagogical strategies were implemented, integrating dialogic learning, teaching based on active student participation, and the collaboration of the entire educational community. Dialogic learning, which promotes the collective construction of knowledge, was one of the cornerstones of the project, as it recognized that learning should not be an isolated process, but rather a shared experience among teachers, students, and families. The active participation of parents, the local community, and teachers was key to creating an educational environment that valued students' voices, recognizing their unique interests, talents, and needs (Bermúdez, 2019). In this way, the project not only sought to improve academic performance but also contribute to strengthening the educational community, creating a space in which all stakeholders could work together for student well-being and development. This report details the project's rationale, its alignment with national education policies, and its comprehensive pedagogical approach. This document also addresses the following: