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Strengthening reading and
writing in students from the
oral tradition of the
Mayasquer indigenous
reservation
Afianzamiento lectura y escritura en
estudiantes desde la tradición oral del
resguardo indígena de Mayasquer
Claudia M. Lopez
*
Yury C. Benitez
*
Abstract
The research approaches the oral traditions of the communities from
their potential of application for the strengthening of reading and
writing, added to the secondary benefit on the preservation and
consolidation of their traditions. Therefore, the oral traditions of the
Mayasquer indigenous reservation of Tallambí in the municipality
of Cumbal are identified, together with the reading and writing
performance of the students, subsequently an innovative pedagogical
proposal is developed for the school classroom that integrates their
oral traditions with the purpose of strengthening reading and writing
in elementary school students of the Immaculate Conception
Educational Institution; The research was carried out through a
qualitative methodology, from hermeneutics, with the support of the
research instruments: conceptual ordering, pedagogical social
* Master's Degree, Universidad Iberoamericana,
Pedagogue, clopez1@ibero.edu.co ,
https://orcid.org/0000-0002-9588-2493
* Master, Universidad Iberoamericana,
Pedagogue, ybenite8@ibero.edu.co,
https://orcid.org/0000-0001-6308-1790
Article
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mapping and content analysis, with which the story "la moledora"
was identified where cultural values are presented, additionally,
regarding reading and writing skills in students were found levels
below the course in which they are, along with poorly legible
handwriting, among other factors evaluated (addition, substitution,
slow reading, omission inversion and guessing). According to the
information obtained, the pedagogical proposal "Recovering our
ancestral knowledge for textual production" is formulated.
Keywords: Reading and writing, oral tradition, indigenous
communities, rural education.
Resumen
La investigación aborda las tradiciones orales de las comunidades
desde su potencial de aplicación para el fortalecimiento de la lectura
y escritura, sumado al beneficio secundario sobre la preservación y
consolidación sus tradiciones. Por lo tanto, se identifican las
tradiciones orales del resguardo indígena de Mayasquer vereda
Tallambí municipio de Cumbal, junto con el desempeño en lectura y
escritura de los estudiantes, posteriormente se desarrolla una
propuesta pedagógica innovadora para el aula escolar que integre sus
tradiciones orales con la finalidad de fortalecer la lectura y escritura
en estudiantes de básica primaria de la Institución Educativa
Inmaculada Concepción; La investigación se ejecutó por medio de
una metodología cualitativa, desde la hermenéutica, con apoyo de
los instrumentos de investigación: ordenamiento conceptual,
cartografía social pedagógica y análisis de contenido, con las cuales
se identificó el relato “la moledora” donde se presentan valores
culturales, adicionalmente, respecto las habilidades de lectura y
escritura en los estudiantes se encontraron niveles inferiores al curso
en el cual se encuentran, junto con caligrafía poco legible, entre otros
factores evaluados (adición, sustitución, lectura lenta, omisión
inversión y adivinación). De acuerdo con la información obtenida,
se formula la Propuesta pedagógica “Recuperando nuestro saber
ancestral para la producción textual”.
Palabras clave: Lectura y escritura, tradición oral, comunidades
indígenas, educación rural.
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Introduction
Reading and writing are basic skills in the training process of
children and adolescents; the development of these skills allows the
acquisition of new vocabulary, information and other benefits;
however, their development and acquisition show better results
when they are worked on from an early age. Panales and Palazón
(2020) developed the "program for the detection, prevention and
intervention of reading and writing difficulties", in which they
identify significant improvements in the quality of life and learning
of children. At the same time, González (2020) considers that the
formation of these skills in students becomes the "engine of
development" of countries, since it allows innovation and generation
of science and technology, thus creating new opportunities and
reducing poverty.
However, in the National Reading Survey (ENLEC) conducted by
DANE (2018) presents the behavior of the population against
reading and writing habits, where it presents that on average people
older than 5 years read 5.1 books, compared to the municipal capitals
and dispersed rural areas where they recorded 4.2 books per year, in
turn, children under 5 years recorded 2.7 books in urban areas and
1.9 in rural areas. On the digital level, social networks were the
media where people read the most, followed by emails, web pages,
news or digital articles, academic documents, work documents,
blogs or internet forums and, finally, digital books. On the behavior
in writing, the behavior of the population does not vary to reading
where social networks present the highest reception for writing by
Colombians over 12 years old, then are emails, work documents,
academic, literature and related, letters or diaries, blogs or discussion
forums and comics or comics.
In turn, García and Bisbicus (2019) state that in Colombia, reading
skills in children and adolescents (NNA) have decreased, possibly
linked to different variables such as the low involvement of the
family, absence or little acquisition of guides and work material in
schools, or the lack of teacher training, in turn, they consider that in
rural areas there could be other external factors that prevent or limit
this process, such as malnutrition, negative parenting patterns or
child labor. Simultaneously, Bayardo and De la Cruz (2019) present
the lack of motivation and innovative methodologies as factors
involved in the low development of literacy, in turn, they raise the
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forgetting of "oral traditions", since these are not taking hold in the
new generations, therefore, it implies their forgetting and loss with
the farewell of grandparents, however, different authors have
highlighted the role that this tool develops in literacy and its
accompaniment as a teaching tool.
In this way, the "oral story" is exposed as a teaching mechanism
assuming a great value and importance, because, as it has been
reiterated at different times, this pedagogical proposal allows the
reinforcement, conservation and transmission of ancestral
knowledge, customs, uses, encompassing the different activities and
beliefs of the culture of the community (Salas et al., 2019). In turn,
this model is detached from teaching by memorization, since it
immerses students in their ideas and thousands of possibilities,
giving way to the execution that allows observing and correcting the
learning process, this being the main objective of the process.
Due to the above, this research was developed with the purpose of
elaborating strategies that allow innovation in the reading and
writing process in a rural area that holds great richness in its ancestral
traditions, taking into account that it is located in indigenous
territory, which is rich in its narratives inherited by their ancestors.
Thus, the general objective is: to design an innovative pedagogical
proposal for the school classroom that allows the integration of the
elements of the oral tradition of the Mayasquer indigenous
reservation of Tallambí, municipality of Cumbal, which contributes
to the strengthening of the reading and writing processes in
elementary school students of the Immaculate Conception
Educational Institution. And therefore, the specific objectives that
will allow its execution are the following: (1) to recognize the
aboriginal narratives that have been maintained in the context of the
oral tradition of the indigenous reservation of Mayasquer, Tallambí;
(2) to characterize the reading and writing levels of the elementary
school students of the Inmaculada Concepción Educational
Institution; (3) to design a didactic pedagogical proposal based on
the elements of the indigenous oral tradition of Tallambí for the
improvement of the reading and writing process in elementary
school students; (4) to implement a didactic pedagogical proposal
based on the elements of the indigenous oral tradition of Tallmabí
for the improvement of the reading and writing processes in
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5
elementary school students; and (5) to evaluate the effect of the
implementation of the didactic pedagogical proposal.
On the transitions of the theoretical and conceptual perspectives of
rurality and implications in the resignification of current education
in rural environments , the "new rurality" is presented as a
polysemous concept that seeks to provide an interdisciplinary and
inclusive look at the rural world (Pérez and Farah, 2004) insofar as
it proposes the rediscovery of new dynamics and interrelations in the
rural world and proposes to analyze its effects and implications as a
continuum of the urban (or the rural as a category of the same order
as the urban), based on the identification of the characteristics of the
realities of the current rural world and the presence of factors that
may or may not have an impact on the expansion of opportunities
and social well-being. In other words, a perspective that integrates
conceptual and political developments and economic, cultural and
territorial dimensions (Misión Rural Colombia, 1998) with respect
to the management of institutions and governments, equity in the
face of social, ethnic and gender inequalities, and the recognition of
rural spaces.
Regarding teacher training and rural teaching in the framework of
quality education as a process of social construction , it has been
suggested that the construction of quality education in a social
perspective would put into discussion other approaches to the
concepts of teacher training (Hargreaves, 2005; Bolívar, 2010;
Terigi, 2009; Tardif, 2013), rural teaching (Avalos, 2003) and
teacher professional development (Imbernón Muñoz and Canto
Herrera, 2013; Tenti, 2010; García and Vaillant, 2010), in order to
support and contribute to the formulation of educational policies for
rural teaching. In this sense, the recent study of Fundación Compartir
is welcomed, where it discloses the condition in which teachers and
teaching managers work and perform in rural areas of conflict
Colombia, there, Bautista and González (2019), conclude that:
The improvement of rural teaching in Colombia is possible if the
initial, in-service and postgraduate training processes for rural
teachers and managers are qualified, which should focus on the
diversity of rural areas, the particularities of the territories and the
educational demands of rural populations (p. 346).
The teacher as a subject of knowledge and agent of social change
from the investigative pedagogical practice in rural environments ,
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since pedagogical knowledge is not restricted to the fact of teaching,
but Zambrano (2005) explains it from the conscious and systematic
reflection of his experience, therefore, it is conceived as a
construction, a knowledge of the educational fact that not only takes
into account the practical aspect, but also its theoretical foundation.
Pedagogical knowledge orients a way of being of the teacher within
society and generates a specific imprint in terms of the configuration
of freedom of thought of the subjects and their relationships with the
social, therefore, it is necessary to deepen in the transformation that
the concept of pedagogical knowledge has had (Zuluaga, 1979;
Badillo, 1990; Gudmundsdottir, 1998; Zapata Villegas, 2003).
On the other hand, the research is based on two concepts: literacy
and oral tradition. The first in general terms refers to a complex
process, in which an individual is taught to read and write, however,
this statement alone does not give a real scope on its actual impact
on the formation of the subjects. This is where it is important to
highlight the value of this skill on the ability to communicate with
the environment (González, 2020).
On the other hand, González (2020) considers that the individual
must have the following aspects for the development of reading and
writing, among these: vocabulary; speech, since the beginning of this
activity allows obtaining more information; listening, since by this
means the sound of words in reading is internalized; the ability to
encode and identify letters, words, sentences and texts; among
others.
Thus, literacy can be considered as a life skill, since polishing this
skill translates into the formation of an individual with skills in
effective communication from its different structures, in turn, it
forms a subject that develops critical and creative thinking (Urzúa-
Martínez, 2021).
In second place, the "oral tradition" is exhibited, which is manifested
from the customs and popular knowledge of the communities, this is
specifically represented from orality, that is, the verbal transmission
of the culture and history of the specific people, where knowledge is
shared with new generations in family and community contexts,
reflecting its importance from the consolidation of cultural values,
as well as moral and ethical values (Moreno-López et al. 2020).
However, not only the process of "oral tradition" is part of the
strengthening of this, but it must also be accompanied by writing,
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which is why Chiripua (2020) states that in order to make use of
good orality and return a strategy that is playful and didactic in
strengthening oral expression in the educational field, it is necessary
to repeat oral processes in indigenous institutions both in the mother
tongue and in Spanish.
In contrast, Rojas and Rodriguez (2019), find that the oral tradition
in the indigenous culture is preserved as an intercultural process and
is triggered as a pedagogical practice for the author in the process of
didactic creation as a learning strategy, the practice of orality
throughout the indigenous context is recognized as spiritual wealth.
Materials and methods
The research is executed from a qualitative approach, to the extent
that, as stated by Sampieri (2018), it allows to enter into the culture
of the community and to know the qualities of their practices and
skills in literacy, therefore, the approach that allows the model is the
most appropriate for the interests of this research, In turn, it allows
"to produce questions before, during or after the collection and
analysis of the data. The inquiry action moves dynamically between
the facts and their interpretation, and results in a rather "circular"
process in which the sequence is not always the same, it may vary in
each study" (p. 47).
Its design is of a hermeneutic type considering that it is carried out
for a problem that was not previously investigated, focused on
describing the aspects of its study (Pérez et al 2019). Based on the
above, this gives meaning from phenomenological postures that
revolve in indigenous communities and the aspects of the oral
tradition that have been maintained over time. Among the
instruments used are conceptual ordering and pedagogical social
mapping.
We worked with the population of the "Mayasquer indigenous
reservation of Tallambí", located in a mountainous and remote area
of difficult access, where there are still problems linked to armed
groups. The direct population was made up of fourth grade students
from the Inmaculada Concepción de Tallambi school, classroom
teachers and parents. The students were between 9 and 11 years old,
90% of them live in their family nucleus, that is, with their father and
mother, the remaining 10% have a single-parent family composition,
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which means that this group of students lives only with their mother
or father. Of these families, 100% belong to socioeconomic stratum
one (1), its population is Awa Indigenous.
Results
The aboriginal narrative that was kept in the context of the oral
tradition of the indigenous reserve of Mayasquer in the Tallambí
village is: La Moledora (The Grinder). It presents a textual typology
with concepts typical of the indigenous culture, using words such as
Cacique, Guascas, Caracuana, Aucas children, Tarabita, Mayasquer
and Cumbal, it is a legend which uses fantastic elements typical of
the folklore of the region. In turn, the following were identified: (1)
cultural values, since aspects of the context in which the student is
immersed are segmented, recognizing historical facts and narratives
of the region, where concepts that can be easily recognized are
implemented, as well as the characteristics of their environment; and
(2) the indigenous context, where aspects of ancestry underlie, and
the context in which the region is located, as well as the inhabitants
of this and the narrative that contains La moledora.
In the characterization of the reading and writing level of the
elementary school students of the Inmaculada Concepción
Educational Institution , there was evidence of difficulty in the
reading and writing level and loss of their cultural identity. For this,
the reading aloud of the legend La moledora was performed, in
which the speed was taken into account according to the number of
words read per minute: fast (120 or more), optimal (100 - 120), slow
(80 - 100) and very slow (80 or less) (Mendieta, 2018). In parallel,
the time and the various faults or errors that the student presents
during reading were counted, among which are: addition, when
children add more sound to words; omission, removing letters in
words, such as, for example: mesa-msa, mexa-mex; substitution,
during reading another letter is substituted in ves the one that is
written; inversion, when reading a word with the letter LL and he/she
reads with Y, example pollo- poyo another juego- fuego; slow
reading, a high degree of comprehension of what is read is acquired;
and guessing, when the individual guesses the letters or words he/she
is reading (Q'ij-ij). According to the above, the following results
were obtained:
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Table 1. Fourth grade students' reading report.
N° student
Total
time
Omissio
n of
letters
Change
of
words
Accent
anomalies
Lack of
breaks
Autocorre
ct
Level
1
2:43
XXX
XXX
ML
2
2:43
XX
X
XXX
XXX
ML
3
2:13
X
4
2:25
XXX
XXX
ML
5
2:13
X
X
XX
ML
6
2:28
X
XXX
XXX
ML
7
1:58
XX
X
XX
XX
L
Note: The table is obtained through work in the classroom where the
students' reading is recorded one by one, the (X) are marked by the
number of times that the student is wrong in the marked convention.
Taking into account the difficulties mentioned above, the following
subcategories emerge with regard to classroom observation:
Table 2: Subcategories
Reading
Writing
Mechanics
It is usually slow,
hesitant, with little
rhythm, with
function: inversion
of letters or words,
substitutions,
confusion of
phonemes.
They frequently
present from a bad
spelling to illegible
writing. The letters
they present are
fragile: little pressure,
poorly elaborated,
incorrect turns, even
alteration of upper
and lower case letters
in the same words.
Speed
As a consequence of
the described
mechanics, reading
speed is low.
It is common to find
errors of substitution
of one phoneme for
another, omission or
addition of phonemes
in words.
Comprehension
Also as a
consequence of the
frequent errors,
setbacks, and
breakthroughs they
make,
comprehension is
often low.
In addition to these
difficulties, a very
elementary
elaboration of
sentences and poor
structures are
observed when
writing a text.
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Their vocabulary is
usually inferior for the
age or grade level in
which these children
are and they show
learning difficulties.
Note: Own elaboration (2022).
Regarding the design of a didactic pedagogical proposal based on
the elements of the indigenous oral tradition of Tallambí for the
improvement of the reading and writing process in elementary
school students , the elements previously exposed were used in order
to plan integrating classes that contain sufficient elements for the
visualization of the work in the different class spaces, This planning
allows the researcher to focus on the elements that should be treated
in the classroom and to systematize the games that should be carried
out in the classroom. This production is entitled: "Recovering our
ancestral knowledge for textual production".
In this way, the elements that the proposal contains or should contain
are delimited in the following way and that can be seen in its format
in Annex 11 of this work. Therefore, in the first instance, direct
observation and decoding were carried out on which the students
were categorized as a focal group in which it was determined that it
is a group of 20 students ranging in age between 9, 10 and 13 years
old. There are 10 girls and 10 boys, of which 8 are from the Awa
people, 12 from the Mayasquer reservation, Cumbal municipality of
the Pasto people. Taking into account that the levels of reading and
writing.
In general terms, the proposal is an invitation to the construction of
narratives about daily events of an infant, which revolve around what
they experience every day; nothing better than their own context to
give a meaning to the space on which they live, which is an ancestral
territory and with a wide conservation of natural resources within
which natural resources, contexts, specific to their aborigines can be
rescued, allowing them to recognize the space in which they live
using poetry, songs, myths and legends as resources.
To achieve the above, it is stated that children explore their
environment on a daily basis, discover new people, analyze the
colors and symbols that revolve around them, and engage in
conversations with individuals belonging to the same space.
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However, these types of experiences, which contribute to their
personal growth, are not used as a teaching strategy for such a
complex concept as writing and reading. For this reason, the present
work proposes a process on which the proposal is articulated that
will seek to contribute to the improvements in the educational
standards, at the same time, narratives will be created that will allow
setting spaces of children's literature, since it is possible to affirm
that the best creative actor in the design of a children's narrative is
the one who is capable of telling with his words the fantasy on which
he is immersed: the children.
Illustration 1. Imagination and Creativity Pathway
Note: This illustration is the researchers' own design based on the
grammar of fantasy (Rodari, 2008).
This diagram is presented in the form of a honeycomb where the
researchers metaphorically propose a sequential weave that results
in a generalized construction of a whole divided into parts where
each one plays a fundamental role.
To this end, each of the sections is described in the following way,
which suggest the emerging categories of this objective
Topography of the environment
In this section it is proposed to the child to recognize his
environment, to draw in his mind a panorama of everything that
surrounds him, that is to say that he can identify everything that
exists around his home, in this way he can draw an imaginary map
of what he can observe, at the same time he can observe colors,
number of houses, green areas, rivers, inhabitants, striking places,
among others. With this, he will be invited to start a tour of the sector
Portraits of
the
environmen
t
Spontaneous
conversations
Significant
experiences
Topography
of the
environmen
t
Oral
narrations
Archetypes
Written
construction of
acquired
knowledge or
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and thus invite him to discover everything that awakens his interest,
immersed behind the question "Why do you like it?
At the same time, the child will be able to identify what is around
him/her, and answer the questions: How many trees do you see, how
many steps is the school from my house, what are the characteristics
of my environment? Among other questions that encourage
experimentation.
Although as adults we stress to the child "not to talk to strangers",
this section suggests the recognition of the people who surround
him/her outside the home. For this reason, the student is invited to
observe people in their environment and its inhabitants, who may be
workers, farmers, vendors. For this exercise it is suggested that the
child engage in conversations with his neighbor, the man in the store,
the farmer, among others, in this way he will be able to recognize
who are the people who live near him, giving a significant value to
each one of them, at the same time he will identify who does not
belong to his context and in a certain way he will foresee
unnecessary interactions with those who could represent danger.
Children with a wide imagination generate a tendency to speak alone
and be creative, each individual is a new world to discover, each one
with their life stories, or the events they experience, are gradually
forging real stories that daily become an oral narration that seems to
be endless when sharing or socializing with their peers, stories of a
heartbreak, a look or a disappointment, an anger or joy caused by
trifles, these are some of the stories that are heard daily in the
hallways, But, what to do when from the humanistic teaching the
daily life of the students is of great value, then we seek to implement
a method that encourages students to write from their own
experiences, which shows the rhetorical, pragmatic and syntactic
capacity that students can apply when relating their own facts.
In this it is important to know how to listen and observe, because
here will be highlighted curious events of what was happening at the
right time of an event that awakens their attention, is to allow the
individual to make an almost exact construction of a scene, it could
be the best Sherlockian style or a great researcher, In this way to
enhance language skills that transcend beyond the written word, is
to break the syntactic and pragmatic barriers, to give way to the
world of symbols and signs that involve semiotic studies, in turn
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being able to make use of the different figures of speech that are part
of a proper functioning of language.
There is no doubt that one of the best ways to learn and teach is from
the significant experiences of the human being, studies on memory
manage to affirm that it is easier to remember everything that has left
a certain mark on the human being, as well as to relate some
childhood event while doing something, This process is called
assimilation, therefore it seeks to generate a certain load of
significant experiences in the child, which then allow him to take up
aspects of their daily life that revolve around experiential learning,
similar to that used in constructivism or the liberation of the
oppressed proposed by Freire in the 50s.
From there you can take into account astronomical events of the
moon and the sun, observation of the growth of rivers and
plantations, among others.
When you are a child you imitate the patterns of adults, the first ones
are those that you observe from your parents or those with whom
you are first close, hence you want to be like someone when you
grow up, taking as a reference the behaviors that generate admiration
for something or someone, sometimes an individual, such as a
teacher, a farmer, a driver, an engineer, a carpenter, may have
aroused so much admiration from the infant, to the point that this
becomes a desirable model to follow, thus generating significant
archetypes in the process of individual formation, from the infant, to
the point that this becomes a desirable model to follow, sometimes
an individual, such as a teacher, a farmer, a driver, an engineer, a
carpenter, may have awakened so much admiration in the infant, to
the point that this becomes a desirable model to follow, thus
generating significant archetypes in the process of individual
formation, from this it is possible to generate spaces for reflection
and recognition of the other as a symbolic being who possesses
virtues similar to those that one has.
Taking into account the aforementioned parameters, the aim is for
the child to be able to relate his or her experiences, based on the way
he or she conceives the world and his or her environment, allowing
the child to discover significant spaces, where the influence of the
context is recognized, who inhabits it, how it is lived, the factors that
have an impact, among others; in other words, one of the closest
references to each individual is taken, such as his or her own context,
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and from this, the imagination is given free rein to elaborate possible
worlds that occur around the place where he or she lives.
Now then, the creation of possible worlds is not only represented by
means of written narrations, they can also be evidenced by means of
drawing, paintings or different means of iconical and symbolic
representation on which the human being's own experiences can be
made known, similar to representations of the theories of art.
To implement a didactic pedagogical proposal based on the elements
of the indigenous oral tradition of Tallambí for the improvement of
reading and writing processes in elementary school students.
After having made a design of the proposal, the work with the focal
group is started, in which the interest of the children to know and
investigate their environment is evidenced, in the first instance the
legend of the miller is presented for the ancestral recognition of the
territory of the village and its oral tradition, highlighting that it is an
indigenous territory with a series of customs different from those of
the city.
From this it can be seen that the student contemplates the following
competences
Table 3. Categories
Category
Result
Topography of the
environment
The students recognized their
environment and its
characteristics, they show
interest in knowing those
places they pass through and
to which they did not pay
much attention, what at the
beginning seemed to be
something "imposed"
becomes an aspect that
awakens the curiosity and
interest of the children.
Spontaneous conversations
In this aspect it is found that
students hold conversations
with some people in their
environment, from there they
ask them questions about their
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daily work and manage to
awaken identity and
admiration for the work they
do.
Oral narrations
The students bring to the
classroom the stories they
have heard in the
conversations, some of them
asked questions such as "What
did you want to be when you
grew up as a child? And they
narrate the experiences they
had with their parents and
neighbors near their home.
Stories from the environment
This section arouses the
admiration of the researchers,
because they find that their
students talk about day and
night in a striking way, being
able to build new experiences
on the way they envision
them, in the same way they tell
extraordinary things that they
manage to glimpse on their
way to school.
Significant experiences
In this category there is a
similar assimilation to that of
the previous category, since
each child has different
significant experiences, some
are afraid of the night, others
are afraid of vegetation and
animals in the area, among
different experiences that they
narrate in the school
classroom, in the same way
their narratives motivate the
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other children to imagine and
tell their experiences.
Archetypes
It is evident that the students
feel admiration for the
inhabitants of the sector and
highlight their daily work,
some identify with them in
their way of acting and want to
imitate their work, others are
rooted to imaginary beings or
have seen outside their
context.
Note: The above table is the researchers' own design based on the
results of the implementation of the proposal.
After this, the students are able to write their own writings putting
into practice what they have learned from the design of the proposal,
which can be seen in some of their own writings.
It can be analyzed that it contains the aspects worked on in the design
of the strategy, showing that the students are capable of putting into
practice a new design for the teaching of reading and writing, taking
into account that this is also a meaning of abstract concepts that arise
from the language where systems that go from semantics and syntax
to semiology intervene.
In order to evaluate the effect of the implementation of the didactic
pedagogical proposal.
To evaluate the effect of the implementation of the pedagogical
proposal, the aspects suggested by the RED research group of the
National University of Colombia called "Practical Guide for the
Proposal of Evaluation and Follow-up of the Educational
Alternatives Project" (RED, 2006, p.5) are taken into account. As
follows:
Table 4. Aspects and effects
Level
Aspects
Effects
Incidence
Cognitive
Culture is the force
that teaches us
wonder and allows us
to move towards an
integral education.
When Education is
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limited to the
assimilation of
knowledge and is not
understood as an
integral formation that
seeks to help people
to be more free,
judicious and happy,
its most important
vocation is lost.
Socio-affective
For good socio-
affective development
it is important to take
into account the
socialization and
affectivity that
develops in
interpersonal and
intergroup
relationships in a
given context, as in
the case of education,
where the
communication
networks of the
members of a school
community (students,
teachers, parents and
administrators).
Cultural
At school, children
and young people
appropriate all the
information of their
physical, social and
cultural environment,
which allows them to
build their realities.
Thus, it is relevant to
know their
perceptions, meanings
and actions that are
woven on a daily
basis for the
understanding of their
interpersonal and
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intergroup
relationships present
in their socialization
process.
Ethical-Political
The organization of
the work teams has
opted to integrate
children from
different cultures to
improve interpersonal
relationships. The
strategy of working as
a team, the union of
interests and goals
creates a cohesion or
degree of attraction to
the team that reduces
conflicts, and if they
arise, they are dealt
with in a positive
way, with good
communication and
with the opportunity
for each team member
to participate in the
decisions to be made.
Impact
Linkage to families
The primary purpose
of the institution is to
ensure that students
achieve autonomy and
act under ethical
principles and values.
However, it is
necessary to believe
in the pedagogical
value of correction as
a means to reorient
those whose
inappropriate
behavior threatens the
personal and
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community good.
After the dialogue, the
sanction will be the
last strategy to be
used in the process of
integral formation of
the student within the
norms of the
coexistence manual.
Construction of social
fabric
A perspective from
the culture of peace,
addresses the
importance of
initiating from
childhood the
approach, resolution
and negotiation of
conflicts, as a way to
educate for a culture
of peace. In this way,
the educational
community is
integrated in the
strengthening of
constructive skills for
conflict resolution in
order to reduce the
risks of violence that
are latent within a
school classroom.
Citizenship building
Culture is what is
worthy of recognition
and protection, what
constitutes the
inalienable foundation
of our national life,
what constitutes our
identity as a nation,
but also as human
beings within a "scale
of identities" that
accepts multiple
belongings.
Each child is
recognized by his or
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her identity, gender,
socioemotional skills
and identifies the
importance of
dialogue to reach
agreements with self-
control, self-care and
self-esteem,
recognizing the
diversity and plurality
of each one of them.
Process
Pedagogical
The purpose of the
rules of coexistence is
to maintain an
appropriate school
climate in schools
through the
development of
educational processes
that facilitate the
education of students
in the areas of ethics
and values, social,
religion in the values
of respect for human
rights, which promote
the exercise of a
democratic civic
culture that allows the
acquisition of the
commitment to its
defense by the
educational
community. The rules
of coexistence are
based on respect
among people and
awareness of one's
own dignity and that
of others. They are
specified in the
exercise and respect
of the rights and the
fulfillment of the
obligations of the
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components of the
educational
community.
Services
Within the classroom
it is essential to have
good communication
with students so that
the work is done in
the best way. In the
reading
"communication
skills" it does not say
that "the ability to
establish good
relationships with
children is an
essential requirement
for good
communication and
teaching. This occurs
through speech and
the development of
skills to convey the
desired message.
Note: The design of the above table is based on the RED research
group (2006) of the Universidad Nacional de Colombia and adapted
by the researchers.
Discussion
To recognize students as the creative readers in them is to make them
active participants in a process that until now they had attended
blindfolded and empty of interest. Opening the door to imagination
and joy implies a change in teaching practice and in the conception
of the relationship with others and with knowledge. In this sense, the
teacher, more than teaching, what he does is to guide, encourage,
captivate and enchant the students until he leads them, and goes
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himself, to "listen to the hidden echoes of the words" (Rodari, 1992,
p.22).
That is why this is a proposal to strengthen the reading and writing
processes in fourth grade students from the significance of the
environment, where using the imagination will create a possible
world, in which fantastic stories that arise from their own reality
succumb and that makes these extraordinary narratives, writings of
high insightful content that will give a significant contribution to
literature.
Taking into account the above, it is possible to affirm that if this
proposal is taken to the school classroom, it would be providing a
significant contribution to the teaching process of reading and
writing since it is nothing more than a call to creativity in which an
act of trust is provided to the student, it is not enough to teach
consonants, graphemes and lexemes, since the communication that
sustains the pedagogical act must go beyond simple information and
transmute into a true dialogue that brings together the diversity of
voices that constitute the school space.
The student should be allowed to make mistakes, to establish spaces
of recognition, to imagine a possible world where there are non-
linear grammars, where writing and reading are part of the fun and
the paradigm and censorship of the logic that surrounds the adult is
left aside.
Playing with words produces enjoyment and this should precisely be
the central axis that incites intellectual production from an early age,
this does not mean that it is about generating activities without a
beginning or an end, on the contrary, play is a great didactic tool for
the stimulation of the imagination.
If the teaching of reading and writing is understood as a process that
must give way to imagination and creativity, fewer situations of a
compulsory nature will be obtained in terms of the processes
required by grammar, since literature, as Clavino (1989) would say,
constitutes and offers complex epistemologies that allow
establishing "a network of connections between the facts, people and
things of the world" (P. 121). This means that, in the words of
children, images, memories, dreams and desires intersect and cannot
be denied as long as they are approached with the intention of
succumbing to a special and unique passion: the cognitive,
imaginative and expressive passion.
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