MODEL FOR LINKING PHONETICS AND READING IN RURAL ENVIRONMENTS: EDUCATIONAL DESIGN FOR FIRST GRADE IN THE BANANA ZONE

Abstract

This article reports the results of doctoral research conducted in rural educational institutions in the Banana Zone of the Magdalena department, Colombia. The study aimed to develop a phonetic association model specifically adapted to the educational needs of first-grade students in contexts with limited resources. The research was grounded in an interpretive paradigm with a phenomenological-hermeneutic qualitative approach, utilizing semi-structured interviews and participant observation with teachers from three educational institutions. Information analysis was performed using the constant comparison method and data triangulation. The findings revealed that although teachers implement strategies based on association between sounds, images, and letters, these lack connection with students' sociocultural context and do not adequately consider different learning styles. The proposed model integrates elements from psycholinguistic, sociocultural, and constructivist theory, recognizing that reading transcends simple decoding to become a meaningful process of meaning construction. The model emphasizes the importance of organizing teaching through contextualized phonetic groups, actively involving families, using diverse sensory modalities, and transforming the teacher's role as a reflective mediator. The pedagogical implications are profound for rural contexts, allowing teachers to generate their own materials, adapt their practices to limited resources, and promote inclusive and equitable education. Specific recommendations include teacher training, gradual implementation of the model, creation of communities of practice, and family participation in the educational process. This work contributes to knowledge about effective early literacy strategies in disadvantaged contexts.