Aplicación y entendimiento de las ciencias (física) en zonas rurales dentro del Programa Viva la Escuela del Ministerio de Educación Nacional: Fenómenos astronómicos

Abstract

Colombia is a diverse country with significant disparities between its rural and urban areas, particularly in terms of education. In this context, the Ministry of National Education presents the "Tutoring Program for Learning and Comprehensive Training" (also known as "PTA FI 3.0"), aimed at supporting educational institutions. This specific case involves the Rural Educational Institution Granjas Infantiles, located in the municipality of Copacabana, Antioquia.The main objectives of the program are the development of various activities, such as classroom support, which differs from those commonly seen in urban areas, as well as assistance in leveling educational outcomes to address the specific needs within the community. Additionally, the program focuses on reinterpreting school spaces through potential centers of interest. All of these efforts are concentrated on primary school students, specifically in the area of mathematics.This report highlights the support provided to the educational institution, which has contributed to the professional development of teachers within the school, as well as benefiting both educators and students. It also reflects the significant learning drawn from the differences in institutional dynamics. Among the challenges faced was the presence of students who, despite being older, lacked basic reading and writing skills, which in turn hindered progress in other subjects. This situation required remedial education to ensure the students' academic progression, as these foundational skills are crucial for their continued learning. The program aimed to provide focused interventions that are often not possible in regular academic settings due to time constraints in the classroom.Throughout the report, the characteristics and context of the institution’s surrounding environment are detailed, along with the activities conducted for the benefit of the students. Challenges, achievements, and key learnings are also discussed, such as the need to extend the time dedicated to volunteer efforts in order to ensure adequate follow-up on each student’s progress throughout the school year. This is necessary both for meeting the objectives set by the teacher-in-training and for achieving the goals of the PTA FI 3.0 program—goals which are vital for the future of education in Colombia. Furthermore, significant insights were gained regarding the importance of creating and promoting spaces that strengthen and improve educational institutions.