TOWARDS AN INTERCULTURAL RURAL EDUCATION: A COMMITMENT TO IMPROVING READING SKILLS

Abstract

This article is the result  of the research, Towards an intercultural rural education, conceived from the interdisciplinary group study of numerical thinking, public policies of science and technology, agricultural production, environment, and problems of Latin American and Caribbean education.  It is a didactic design that proposes strategies to improve reading skills from contextual teaching practices, in this way the methodology implemented is based on Action Research, which takes into account teacher objectivity, with the sense of reflecting on their classroom practices and how they affect learning.  In this order, teaching practices were applied coherent with the particularities of the context, where the planning was adjusted from the heterogeneity and interdisciplinarity of the areas from non-parametric didactics, where Estela Quintar (2002) describes it in its intention to respond creatively, reflexively and autonomously to the training demands of the knowledge society.  That is to say, that the meaning of what is learned can be sought, assuming this possibility as an option to discontinue instrumental teaching and the construction of an innovative discourse from an avant-garde method that allows generating potentialities to a being with ethnic identity.

Consequently, the indigenous population is related as the main axis of the process, where they were put in tension with the settlers and peasants, so that, based on heterogeneous planning, the cultures contextualized the learning and found the meaning of the educational processes, so that interculturality fostered spaces for dialogues and exchanges of ancestral and cultural knowledge.  This facilitated communication between cultures in terms of respect, so that collaborative work in the application of non-parametric didactics as a teaching strategy would become relevant in the learning paths.