Crónicas de una pasante enfrentando la educación pública fuera de la Eutopía que nos da la Universidad

Abstract

This report documents the development and results obtained during an educational internship at the IED José Félix Restrepo School. This report covers a period of thirteen weeks, during which pedagogical strategies were designed and implemented in the areas of financial mathematics and physics, targeting cycles 602, 301 and 402. In this introduction, an overview of the institutional context is provided, the objectives of the internship are detailed, and the work plan developed is presented. In addition, a description of the student population served is offered and observations and reflections derived from the log kept during the internship period are included. The IED José Félix Restrepo School, founded in 1982, stands out for its focus on flexible and accessible education, offering multiple educational programs ranging from early childhood education to evening classes for young people and adults. The internship focused on the latter, designed for those who, due to various circumstances, were unable to complete compulsory education during the daytime. The general objective of the internship was to design and implement pedagogical strategies that would facilitate the learning of concepts of financial mathematics and physics, with the purpose of showing their relevance in the daily lives of students. Specific objectives included the identification of individual needs, the promotion of an inclusive educational environment, the academic accompaniment of students, and the strengthening of both individual and collective skills. The work plan was based on Decree 3011 of 1997, which establishes guidelines for the organization of integrated school cycles. Specific activities and content were developed for each week and cycle, with a focus on the active participation of students during classes. During the course of the internship, detailed records were kept in a logbook, the activities carried out, observations on the development of classes, and interactions with students were documented. These records provided valuable information for evaluating progress and making adjustments to pedagogical strategies. The report is organized into sections ranging from the description of the institution and the student population to the presentation of the results achieved and the conclusions derived from the experience. In addition, annexes are included that complement the information presented in the main body of the report. Throughout these pages, the challenges faced, the achievements obtained and the lessons learned are analyzed, with the aim of contributing to the continuous improvement of educational practice and the comprehensive development of students.