A CURRICULUM RELEVANT TO THE RURAL CONTEXT TO STRENGTHEN THE LITERACY PROCESS

Abstract

This article is the product of the pedagogical accompaniment developed in the rural IEM Francisco José de Caldas of the municipality of Pasto and seeks to base a pertinent curricular proposal that articulates the references of educational quality exposed by the Ministry of National Education with the cultural identity of the students of rural areas from direct observation, the application of workshops and the realization of the study of the class with the teachers of the area of Basic Primary Language in its three moments: planning, execution and feedback. The theoretical foundation goes beyond the strictly Western

knowledge that has only given importance to the development of basic or standardized skills and the need to reflect on the use of didactic strategies, classroom projects, the use of resources, and monitoring of learning is thought. In relation to the cultural imaginary of children and young people who belong to peasant families. Particular interest is given to the literacy process, which seeks to strengthen the four skills that frame the development of communicative competence: knowing how to speak, listen, read and write in relation to the development of critical thinking and the valuation of territory.