Para qué un aprendizaje contextualizado y coherente en la escuela.

Abstract

The results of a research about the teaching practice at the Institucion Educativa 20 de Julio-Escuela Ignacio Renjifo, Cali, 2003- 2004 are presented. The subject of study was the first grade (group A, afternoon shift), which is composed by children with an age range between 5 and 8 years old. After the observation of the dynamics of the understanding of information, norms and interpersonal relationships, it was possible to have a starting point: understand the mechanism through the students learn to read and write. This goal was related with legislative proposals which were foreign to the own cultural supplies of the students. The methodological view to analyze the process of education focused particularly on the observation of communicative strategies implemented inside and outside the classroom. Guiding elements were implemented in the pedagogy course development, under a vital laced trilogy: context, individual and academia.