ROLE OF RURAL TEACHERS IN THE MUNICIPALITY OF BOYACÁ – COLOMBIA, WITH EMPHASIS ON NEW SCHOOL

Abstract

The Escuela Nueva (New School) methodology has emerged from targeted programs focused on improving the coverage and quality of primary education. This methodology is associated with a learning process that acknowledges the shortcomings of the one-room schoolhouse model. Furthermore, the community participated in the planning, establishing a link between the knowledge imparted and the practical application                          of the program.

Some of the prominent authors are Rousseau, Pestalozzi, Froebel, Dewey, and Montessori, who, through idealism, romanticism, and individualism, implemented active methods of reflection. These methods began to recognize children as subjects of rights, promoting children's rights through the practice of new teaching methods based on a scientific and rational approach. This was driven by social, economic, and demographic transitions stemming from the rise of industrialism, the transformation of rural structures, and the political processes of the time (Corredor, 2023).

In accordance with the above, the objective of this article is to highlight the work of teachers in the rural sector, in order to understand and identify the strategies used with children from a holistic perspective. This includes implementing not only the guidelines proposed by the Escuela Nueva (New School) methodology, but also different strategies, according to institutional challenges such as inclusive education, cultural diversity, humanism and the use of teaching tools and materials, among others.

This study was developed using a qualitative approach with a descriptive design. It analyzes the role of teachers in the rural schools located in the municipality of sedes Aserradero, Cueta, Guayabal, Suacia, Tronador, Tocaría, El tablon y La lorena, of Labranzagrande, Boyacá Department, Colombia. The target population consisted of teachers from these rural schools in the municipality of Labranzagrande, Boyacá Department, Colombia, where the Escuela Nueva methodology is implemented in grades from Transition (pre-kindergarten) to 5th grade, with approximately seven to twelve children per class.

The results showed that while the Escuela Nueva methodology allows for a more autonomous and practical education, it also presents some difficulties in its implementation. These difficulties stem from technological advancements, the use of new technological tools, and the lack of connectivity in rural areas, as well as the scarcity of teaching materials for the number of students in the classroom.

The study also considered the teacher's perspective on the implementation of the Escuela Nueva methodology, gaining an understanding of their view of the teaching process and recognizing the challenges they face in the classroom. Furthermore, it revealed how each teacher's perspective on education and the strategies they can implement evolves with years of experience.

However, it is important to continue studying the perspective and impact of the Escuela Nueva implementation within the education system, given that it is a recent methodology that requires further in-depth analysis.