Espacios de reflexión y construcción de saberes de los maestros y maestras de básica primaria de la IER Mellito Necoclí (Antioquia)

Abstract

RESUMEN: Este trabajo busca reconocer los modos y las maneras en que han construido saberes pedagógicos los maestros y maestras de la básica primaria de una institución educativa en área rural, del municipio de Necoclí (Antioquia) en torno a su práctica. El ejercicio se centró en reconocer los aprendizajes en el espacio de microcentro, derivado de la implementación del modelo Escuela Nueva en sus escuelas y las comunidades de aprendizaje del Programa Todos a Aprender. Considerar reflexivamente estos espacios de construcción de saberes, deja muchas preguntas sobre la necesidad de los mismos y su potencialidad y la manera en que no logran emerger como iniciativas de los propios maestros y maestras, ni consolidarse a largo plazo un espacio de reconocimiento de sus modos de vivir y hacer la enseñanza y el aprendizaje, primando en ellos el cumplimiento de solicitudes ministeriales y otras externas. No quiere decir esto, que no logren impactar y generar procesos que se instalaron en las escuelas y en los maestros y las maestras participan activamente y que permiten dinamizar construcciones de saber, sin embargo estas son aún reducidas y centradas en necesidades asociadas a las valoraciones de indicadores que han terminado permeando el mundo escolar, como sólo abordar la evaluación y la planeación y no otros asuntos o preguntas de sus contextos, de la experiencia escolar, de las situaciones complejas de orden social que se viven. Finalmente, en el proceso permitió identificar la necesidad de construir, reconocer y abordar el sujeto de producción de saber, que es el maestro y la maestra rural y sus modos singulares de hacer educación.

ABSTRACT: This work seeks to recognize the ways and means in which the teachers of the elementary school of an educational institution in a rural area, in the municipality of Necoclí (Antioquia) have built pedagogical knowledge around their practice. This recognition exercise has been carried out through the interaction and implementation of three activities, first the narrative in a cartographic key that allows an approach on the vision that teachers have about their school, what they like and dislike and that opened moments to listen in their voices, the way in which the school arises in their experience and in their representations, second, a conversation about the experience of reflections and construction of didactic materials in a space called microcenter, derived from the implementation of the School model New in their schools and finally a conversation group focused on collecting the perceptions that participating teachers have about the implementation of the Everyone to Learn Program in their school and especially about the Learning Community, another space for reflection on their doing. Narratives, expressions and testimonies of the teachers were analyzed, in light of concepts such as pedagogical practice, rural education, New School and Program Everyone to Learn, as specific programs implemented at different times by the Ministry of National Education. For the analysis, at first, narrative material and the idea of school were interpreted as a place where wonderful things happen, but at the same time also as a place of lack, which generated questions about what effects does it have? these perceptions about the profession of being teachers? The second moment, associated with the recognition of two spaces for pedagogical reflection such as the rural microcenter and the Learning Community, made it possible to identify that the microcenter is a space where there was a pleasure to meet, due to the territorial route, which allowed knowing in mobility, the going from school to school, but whose reflection focused fundamentally on issues that needed to be resolved, on a day-to-day basis, such as, for example, evaluation, the use of learning guides and the construction of material and, finally, the experience of Learning Community, derived from the PTA program. Reflectively considering these spaces for the construction of knowledge leaves many questions about the need for these spaces and their potential, but how they fail to emerge as initiatives of the teachers themselves, nor consolidate in the long term a space for recognition of their ways of living. and to do teaching and learning, what prevails in these spaces is their arrival from outside, without being requested. This does not mean that they do not manage to impact and generate processes that were installed in schools and in teachers and teachers participate actively and that allow to dynamize constructions of knowledge, however these are still reduced and focused on needs associated with the evaluations of indicators that have ended up permeating the school world, such as only addressing evaluation and planning and not other issues or questions of their contexts, of the school experience, of the complex situations of social order that are experienced. Finally, in the process it allowed to identify the need to build, recognize and address the subject of production of knowledge, which is the rural teacher and their unique ways of doing education