Duality of rural pedagogical practices in the development of reading and writing skills

Abstract

This article analyses the duality in the pedagogical practices of rural primary school teachers in developing reading and writing competencies between traditional methodology and technological innovation. The methodology utilized in this project has a qualitative focus using an ethnographic design This article analyses the duality in the pedagogical practices of rural primary school teachers in developing reading and writing competencies between traditional methodology and technological innovation. The methodology utilized in this project has a qualitative focus using an ethnographic design. The techniques to collect empirical data used were characteristic of qualitative research including semi structured interviews, participatory observation and focus groups. The context selected for this project consisted of five campuses of a rural educational institution in Colombia. The participants were intentionally chosen for this project. The findings of the project provide evidence of the duality experienced in the rural classroom between technology and tradition as a strategy or pedagogical resilience. The teacher employs this duality to provide continuity in the educational process without ignoring the demands of the educational policies. All this while maintaining a constant awareness of the characteristics and the interconnected contextual factors that stimulate the teaching-learning of reading and writing skills. This study offers an ethnographic understanding of the duality present in the rural classroom, which has limited qualitative research