Enseñanza de las ciencias (física) en el contexto rural a partir del programa nacional Viva la Escuela: los fluidos como fuente de actividades para el aula de clase

Abstract

This report describes the experiences, challenges, and achievements of an internship carried out within the Viva la Escuela program of the Ministry of National Education, aimed at improving educational quality in rural areas and addressing learning gaps exacerbated by the pandemic. The internship took place over several months at the Institución Educativa Isaza – Main Campus, in the district of Isaza (Victoria, Caldas). Within a rural context with specific needs, pedagogical strategies were implemented, primarily focused on physics education and the reinforcement of subjects such as mathematics and language, adapted to the students' and the environment’s realities.

The document is structured into several sections, the first of which covers the legal and pedagogical framework, analyzing Colombian educational regulations, particularly the laws and decrees that define school organization and teacher training. It also discusses the relevance of the Viva la Escuela program and the methodology of dialogic learning and Escuela Nueva, known for its participatory approach, facilitating the adaptation of teaching to the characteristics of rural Colombia. Additionally, it addresses educational standards and competencies that must be achieved at each level, reinforcing the importance of a contextualized education.

The second chapter describes the departmental context of Caldas, emphasizing the socioeconomic and cultural situation of the municipality of Victoria and the assigned main campus. This section presents the institution, its main challenges, and the characterization of the student population. The third chapter details the planning and execution of the pedagogical activities defined by the program, including reading circles, academic support sessions, and interactive groups. The fourth chapter analyzes the results, highlighting progress in students’ academic and socio-emotional competencies, as well as the involvement of the educational community.

The development of the internship underscores the importance of promoting active and dialogic methodologies centered on family and community participation. It also highlights the need for experiments and hands-on activities to engage students with science, foster critical thinking, and strengthen reading and writing skills. This experience confirms that education in rural areas requires flexible and contextualized strategies to enhance equity and quality in the learning process.