Reading and writing as strategies for citizen training in some educational institutions in Ibagué in a post-agreement context

Project Details


The research proposal presented below is framed within the political, social and economic context that Colombia is going through after the signing of the agreements in Havana, given that this new scenario involves changes and transformations in each and every one of the structures that have remained almost unchanged in the country for more than six decades. The need to transform the social and cultural fabric of the Nation poses an enormous challenge that must be built from the point of view of education, since it is there that the changes that will make it possible to incorporate new ways of living, expressing, understanding, and reflecting on the country must be adjusted. It is important to know history in order to avoid repeating it, but it is also fundamental to take a step forward in order to invent another future in which everyone can fit, and this implies the integration of new models of teaching and learning, aimed at the formation of citizens who are committed to and responsible for their environment. The present research proposal is developed from three stages: a documentary, an ethnographic and an applied one; its main objective is to identify and understand how the reading and writing processes respond to the citizen formation needs of the students, in a post-agreement context inside some educational institutions of Ibagué. In the first place, it is necessary to review the documentation generated by the government in order to make the agreement known. In this process, it will also be essential to know the texts aimed at the schools, particularly the primers that guide the Chair of Peace, and given that the focus is on citizen training, it is obligatory to know how the standards in citizenship and mother tongue that the Ministry of National Education gives to the educational institutions are implemented. With the information obtained, it will be possible to build a base from which to contrast what is on paper, what happens in the curriculum and what members of the educational community think. Secondly, interviews will be carried out with directors and teachers, and surveys and, if possible, focus groups with parents, on how they believe that all the information on the agreements is being implemented in the institution, how it is being articulated with the standards, and whether they believe that the pedagogical and didactic strategies contribute to citizen training. These results will be valuable because they will make it possible to observe first-hand the connection or disconnection between what is happening and what is believed to be happening. Finally, after contrasting the information obtained in the previous stages, we propose to work with teachers on new strategies to develop citizen and comprehensive training of young people, based on the design and implementation of theoretical and practical workshops, from which they can reflect on epistemology, didactics and pedagogy.

Key findings

Effective start/end date28/01/19 → …


  • Reading
  • writing
  • civic education
  • educational institutions
  • Ibague
  • post-agreement context


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