La enseñanza inicial de la lengua escrita desde un enfoque sociocultural para la educación rural

Abstract

Assuming that education is a service and a social phenomenon, this qualitative research is presented with the aim of describing and analyzing rural education and its way of teaching written language in order to understand its operation and propose new methodologies through a sociocultural contextualized. The community and school investigated is in Cochaseca,

located in the Nabón canton, province of Azuay, Ecuador. Data were obtained through semi- structured interviews and a field diary. The results show that the rural school, since its

creation, has been excluded from the arms of the Ministry of Education, the imposed curriculum does not contribute much to the development of the student or the rural community, and the teacher reproduces it without receiving real training or guidance, which generates educational, cultural, economic and social inequality. Likewise, residents and teachers have the preconception that reading is oralizing and writing is drawing letters; furthermore, the residents use the written language only to organize the community. Therefore, and understanding that the learning of reading and writing is a fundamental axis for the development of the human being and of society, a model of initial teaching of reading and the alphabetic code for rural education from a sociocultural approach is proposed, based on the Ecuadorian program Escuelas Lectoras, with the sole purpose of approaching-teaching the written language with relevance to students who live in non-literate contexts. All this booklet serves to reflect on the current modus vivendi of the inter-Andean rural community, of rural and multi-teacher education, and the way in which teachers today continue to teach reading and writing from nonsense; in addition to being a validated document for future research.