Propuesta de un programa lectoescritor basado en la pedagogía Waldorf para niños de comunidades vulnerables.

Abstract

This didactic proposal is aimed at evidencing and analyzing the problems that arise within vulnerable contexts in post-pandemic teaching-learning processes, the situations that students, parents and teachers have had to experience in their return to face-to-face learning, evidencing thus the positive and negative consequences within the children's learning. The importance of parental participation is also collected, the influence it has on each child or student, along with the evidence of what happens and what happened in the reading-writing process. This work is methodologically framed in the qualitative approach, in which, through surveys, observations and case studies to teachers, fathers, mothers of families and directors of different cities and sectors of the city of Guayaquil, especially of the Fundación " Sin Límites”, it was possible to collect important data for the development of the proposal; Based on the information obtained, it was concluded that there are significant gaps and delays in the children's reading and writing process, which have been evidenced in the return to attendance. This is caused due to the difficulties of these children in vulnerable contexts to access their classes in virtual mode, also due to the participation of parents who show their difficulties in the same reading-writing process, what stands out is the clear lack of communication within the interlocutors of the teaching-learning process of each child due to the scarcity of resources and accessibility in pandemic and post-pandemic. One of the pedagogies that can help with this literacy problem is Waldorf Pedagogy, in which learning is based on individualization and specification according to each student, also implementing resources that are available to students in all kinds of contexts, making them the protagonist of their own learning from the embodiment of the different contents to putting them in writing, always respecting each stage of the reading and writing process of each child, inviting them to learn.