ALMAGUER AS AN OPPORTUNITY FOR REFLECTION, FROM OBJECTIVITY AND SUBJECTIVITY, FOR THE PEDAGOGICAL TASK

Abstract

This article is developed within the educational and sociocultural context of the municipality of Almaguer, located in the south of the Cauca department, known for its natural wealth, rural traditions, and strong community identity. Based on the author’s pedagogical and experiential practice, it proposes a reflection on the relationship between objectivity and subjectivity in teaching, understood as complementary dimensions for comprehending educational reality. The study follows a qualitative, descriptive–reflective approach, grounded in participant observation and contextual interpretation. It analyzes the social and educational transformations caused by the COVID-19 pandemic, the challenges of education in rural areas with technological and economic limitations, and the strategies that emerged to sustain learning processes. The article emphasizes the relevance of strengthening teacher education from a human, critical, and contextualized perspective, where teaching becomes a reflective practice that integrates reason and sensibility, objectivity and subjectivity. Finally, it highlights the value of the Escuela Normal Superior Santa Clara as a space for educational transformation and social commitment, and calls for rethinking education as a means for sustainable community development.