Análisis histórico del modelo de Escuela Nueva en el departamento del Guaviare Colombia: una aproximación hacía la resignificación curricular

Abstract

Abstract This research seeks to analyze the historical background of the Escuela Nueva (E.N) pedagogical model in the department of Guaviare from 1980 to 2023, to establish the current status, in order to determine whether the need arises to propose and promote a curricular re-signification that revolves around the improvement of the educational quality of the department, especially in the Dispersed Rural areas. In the department there are teachers who have been working for more than ten years and indicate that over the last decade, EN has been losing its essence, based on the pedagogical principle of learning by doing and the important classroom elements for teaching and learning. As a consequence, pedagogical practices have become a combination of different models: traditional, behaviorist and constructivist. For the development of this research, the qualitative approach and the ethnographic method were articulated, given the use of qualitative data collection instruments such as the background analysis matrix, the participant observation, and the conversation with teachers. By means of these, a qualitative narrative analysis was carried out where it was concluded that rural teachers in the department of Guaviare require training and updating in the Escuela Nueva educational model, since it adapts to the conditions of the territory and the population.