LITERACY IN A RURAL, INTERCULTURAL AND BILINGUAL CONTEXT

Abstract

This article examines the learning process of literacy that takes place in an environment where many of its students exclusively handle their ancestral language while their teachers do not know and teach classes in Spanish. This dynamics devoid of assertive communication corresponds to the Intercultural Bilingual Ika School, located inside the Yasuní National Park, in the Amazon of Ecuador, a sector inhabited by members of the Waorani community. In order to meet the real needs of a minority zone, considered vulnerable, a team of researchers has proposed to establish guidelines associated with the teaching of literacy, through the analysis of an educational context of rural, intercultural and bilingual. To do this, action-research was used as a methodology, through the phases of observation, reflection and planning. The document integrates data on the school context, the teaching and learning dynamics, and the reading and writing skills. In turn, it presents a reflection on culture and language, national curriculum, internal organization of the school, strategies and didactic resources, teacher training, reading and writing skills, and readiness and literacy process. Finally, it formulates a series of guidelines for rural, intercultural and bilingual education and for the reading and writing process.