Pedagogical practice in rural contexts, and the problem of reading comprehension.
This article aims to reflect at a general level about the process of investigative pedagogical practice of deepening the Bachelor’s Degree in Basic Education with an emphasis on Mathematics, Humanities and Spanish Language, developed at the Adolfo María Jiménez educational institution in times of pa...
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| Format: | Online |
| Language: | spa |
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Universidad Pedagógica y Tecnológica de Colombia
2022
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| Online Access: | https://revistas.uptc.edu.co/index.php/rastrosyrostros/article/view/15354 |
| _version_ | 1801706749233725440 |
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| author | Rodríguez Mateus, Andrea Lorena |
| author_facet | Rodríguez Mateus, Andrea Lorena |
| author_sort | Rodríguez Mateus, Andrea Lorena |
| collection | OJS |
| description | This article aims to reflect at a general level about the process of investigative pedagogical practice of deepening the Bachelor’s Degree in Basic Education with an emphasis on Mathematics, Humanities and Spanish Language, developed at the Adolfo María Jiménez educational institution in times of pandemic (according to the Ministry of National Education in resolution 385 of March 12, 2020) in a rural area of the municipality of Sotaquirá, Boyacá. Getting into the different educational, social and cultural processes and contexts that led to an education related to the new non-face-to-face school model, with the completion of learning guides in the area of Spanish language. When entering this area, reflection is made about the processes encountered and different difficulties in terms of the ability to understand a reading, with which we want to make known aspects related to the lack of reading comprehension argued by different authors, taking into account it takes into account incident factors at the educational level in each of the social contexts of the students that is taken into account; attending to the curriculum according to (law 115 of 1194) raises the pedagogical incidence that allows us to address from the real the deficiency that exists in the reading process and the lack of bases that promote the taste for reading in the different disciplines where the shortcomings. This document takes collection from the experience and observation of personal atypical practice described by the author. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-15354 |
| institution | Revista Rastros y Rostros del Saber |
| language | spa |
| publishDate | 2022 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-153542022-12-01T17:14:22Z Pedagogical practice in rural contexts, and the problem of reading comprehension. La práctica pedagógica desde los contextos rurales, y la problemática de la comprensión lectora. A prática pedagógica em contextos rurais, e o problema da compreensão da leitura. Rodríguez Mateus, Andrea Lorena Comprensión lectora Rural Práctica atípica Lectura Guías de aprendizaje Reading comprehension Rural Atypical practice Reading Learning guides Compreensão leitora Rural Prática atípica Leitura Guias de aprendizagem This article aims to reflect at a general level about the process of investigative pedagogical practice of deepening the Bachelor’s Degree in Basic Education with an emphasis on Mathematics, Humanities and Spanish Language, developed at the Adolfo María Jiménez educational institution in times of pandemic (according to the Ministry of National Education in resolution 385 of March 12, 2020) in a rural area of the municipality of Sotaquirá, Boyacá. Getting into the different educational, social and cultural processes and contexts that led to an education related to the new non-face-to-face school model, with the completion of learning guides in the area of Spanish language. When entering this area, reflection is made about the processes encountered and different difficulties in terms of the ability to understand a reading, with which we want to make known aspects related to the lack of reading comprehension argued by different authors, taking into account it takes into account incident factors at the educational level in each of the social contexts of the students that is taken into account; attending to the curriculum according to (law 115 of 1194) raises the pedagogical incidence that allows us to address from the real the deficiency that exists in the reading process and the lack of bases that promote the taste for reading in the different disciplines where the shortcomings. This document takes collection from the experience and observation of personal atypical practice described by the author. El presente artículo proyecta reflexionar a nivel general acerca del proceso de práctica pedagógica investigativa de profundización de la Licenciatura en Educación básica con énfasis en Matemáticas, Humanidades y Lengua Castellana, desarrollada en la Institución educativa Adolfo María Jiménez en tiempos de pandemia (según el Ministerio de Educación Nacional en la resolución 385 del 12 de marzo del 2020) en zona rural del municipio de Sotaquirá, Boyacá. La investigación introduce en los diferentes procesos y contextos educativos, sociales y culturales que llevaron a una educación relacionada con el modelo de escuela nueva no presencial, junto con la realización de guías de aprendizaje en el área de Lengua Castellana. Al incurrir en esta área se hace reflexión acerca de los procesos encontrados y diferentes dificultades en cuanto a la capacidad de comprender una lectura, con lo que se quiere dar a conocer aspectos relacionados con la falta de comprensión de lectura, tomando en cuenta factores incidentes a nivel educativo en cada uno de los contextos sociales de los estudiantes que se deben tener en cuenta; atendiendo al currículo según la (ley 115 de 1194) nos plantea la incidencia pedagógica que permite abordar desde lo real la falencia que existe en el proceso lector y la falta de bases que promueven el gusto por la lectura en las diferentes disciplinas donde se encuentran las diferentes falencias. El presente documento toma recogida desde la experiencia y observación de práctica atípico personal descrita por el autor. Este artigo se propõe a refletir em nível geral sobre o processo de prática pedagógica investigativa de aprofundamento do Bacharelado em Educação Básica com ênfase em Matemática, Humanidades e Língua Espanhola, desenvolvido na Instituição Educacional Adolfo María Jiménez em tempos de pandemia (segundo o Ministério da Educação Nacional na resolução 385 de 12 de março de 2020) na zona rural do município de Sotaquirá, Boyacá. A pesquisa apresenta os diferentes processos e contextos educacionais, sociais e culturais que levaram a uma educação relacionada ao novo modelo de escola não presencial, juntamente com a criação de guias de aprendizagem na área de Língua Espanhola. Ao incorrer nesta área, faz-se uma reflexão sobre os processos encontrados e as diferentes dificuldades ao nível da capacidade de compreensão de uma leitura, com o qual se pretende dar a conhecer aspectos relacionados com a falta de compreensão leitora, tendo em conta factores incidentes nível em cada um dos contextos sociais dos alunos que devem ser levados em consideração; atender ao currículo conforme (lei 115 de 1194) levanta a incidência pedagógica que nos permite abordar a partir do real a deficiência que existe no processo de leitura e a falta de bases que promovam o gosto pela leitura nas diferentes disciplinas onde estão encontrados.diferentes deficiências. Este documento é coletado da experiência e observação da prática atípica pessoal descrita pelo autor. Universidad Pedagógica y Tecnológica de Colombia 2022-12-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.uptc.edu.co/index.php/rastrosyrostros/article/view/15354 FACES AND FACES OF KNOWLEDGE; Vol. 7 No. 12 (2022): Enero - Junio; 21-34 Rastros y Rostros del Saber; Vol. 7 Núm. 12 (2022): Enero - Junio; 21-34 FACES ET FACES DE CONNAISSANCE; Vol. 7 No 12 (2022): Enero - Junio; 21-34 VOLTI E VOLTI DI CONOSCENZA; V. 7 N. 12 (2022): Enero - Junio; 21-34 CARAS E CARAS DO CONHECIMENTO; v. 7 n. 12 (2022): Enero - Junio; 21-34 2539-3324 spa https://revistas.uptc.edu.co/index.php/rastrosyrostros/article/view/15354/12398 Derechos de autor 2022 Andrea Lorena Rodríguez Mateus https://creativecommons.org/licenses/by-nc-sa/4.0 |
| spellingShingle | Comprensión lectora Rural Práctica atípica Lectura Guías de aprendizaje Reading comprehension Rural Atypical practice Reading Learning guides Compreensão leitora Rural Prática atípica Leitura Guias de aprendizagem Rodríguez Mateus, Andrea Lorena Pedagogical practice in rural contexts, and the problem of reading comprehension. |
| title | Pedagogical practice in rural contexts, and the problem of reading comprehension. |
| title_alt | La práctica pedagógica desde los contextos rurales, y la problemática de la comprensión lectora. A prática pedagógica em contextos rurais, e o problema da compreensão da leitura. |
| title_full | Pedagogical practice in rural contexts, and the problem of reading comprehension. |
| title_fullStr | Pedagogical practice in rural contexts, and the problem of reading comprehension. |
| title_full_unstemmed | Pedagogical practice in rural contexts, and the problem of reading comprehension. |
| title_short | Pedagogical practice in rural contexts, and the problem of reading comprehension. |
| title_sort | pedagogical practice in rural contexts and the problem of reading comprehension |
| topic | Comprensión lectora Rural Práctica atípica Lectura Guías de aprendizaje Reading comprehension Rural Atypical practice Reading Learning guides Compreensão leitora Rural Prática atípica Leitura Guias de aprendizagem |
| topic_facet | Comprensión lectora Rural Práctica atípica Lectura Guías de aprendizaje Reading comprehension Rural Atypical practice Reading Learning guides Compreensão leitora Rural Prática atípica Leitura Guias de aprendizagem |
| url | https://revistas.uptc.edu.co/index.php/rastrosyrostros/article/view/15354 |
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