Plan Nacional de Formación Docente 2025-2026. Prácticas del Lenguaje

Introduction to the National Teacher Training Plan 2025-2026

Opening Remarks

• The meeting begins with a welcome and instructions for participation, emphasizing the importance of community involvement in teacher training.

• Acknowledgment from Minister Héctor Rodríguez Castro, highlighting active participation in the initial phase of teacher training for the school year.

Focus on Language Practices

• The session aims to present and discuss general guidelines related to language practices as part of educational content.

• Introduction of special guests: Dubrasca Moreno (educational innovator), Hermes Flores (director of primary education), and Magali Muñoz de Pimentel (psychologist and literacy researcher).

Key Content Areas in Language Practices

Overview of Language Practices

• Discussion on three main content areas within language practices: reading, writing, and oral communication.

• Emphasis on reflection, analysis, and systematization of linguistic notions essential for understanding language application across educational levels.

Social Practices of Language

• Definition of social practices of language as activities involving reading and text production across various contexts.

• The school's role is framed as creating a "microsociety" where students engage actively as readers and writers.

Educational Philosophy and Methodology

Active Learning Approach

• Importance placed on recognizing children as active learners who construct knowledge through real-world interactions rather than mere imitation.

Understanding Literacy Development in Children

The Challenge of Literacy Skills

• The speaker discusses the prevalent notion that children are "at zero" in reading and writing, indicating a significant gap in literacy skills.

• Emphasizes the role of schools and teachers in fostering student interaction with written language and diverse text types to enhance literacy.

Goals for Student Engagement

• Aims for students to engage as genuine readers and writers throughout their education, from early childhood to high school graduation.

• Highlights the importance of exposure to various texts—stories, poems, essays—to develop familiarity with different genres.

Reading Practices Over Time

• Suggests that if children read at least 100 texts per year starting from preschool, they could be exposed to a vast number of works by graduation.

• Defines what constitutes a "text," ranging from short verses to lengthy novels, emphasizing context and meaning.

Familiarity with Literature

• By the end of their schooling, students should recognize authors and recall specific works based on prior exposure through both independent reading and teacher-led sessions.

• Stresses the importance of being familiar with numerous literary works so that students can connect authors' names with their writings.

Role of Teachers in Literacy Development

• Discusses how teachers play a crucial role by reading aloud to students who may not yet be able to decode text themselves.

• Advocates for creating an engaging classroom environment where children interact positively with books from an early age.

Engaging Students Through Literary Exercises

• Proposes an interactive exercise where participants recall literature based on excerpts read aloud, enhancing memory retention related to familiar texts.

Example: Simón Bolívar's Poetry

• Introduces Simón Bolívar's poem "Mi delirio sobre el chimborazo," prompting discussion about its themes and historical context.

Contextualizing Literature and Language Practices

The Importance of Context in Literary Analysis

• Discussion on the political events influencing literary works, emphasizing the need to understand historical context when analyzing poetry and literature.

• Mention of using poems to contextualize authors' biographies, suggesting a didactic sequence that explores an author or literary genre deeply.

• Clarification that a didactic sequence differs from a project as it does not require a tangible final product but focuses on thematic exploration.

Analyzing Specific Texts

• Reference to Andrés Bello's poem "La Silva" which celebrates agriculture in the Torrid Zone, illustrating how specific texts can be analyzed for their themes.

• Introduction of Rómulo Gallegos' "Doña Bárbara," indicating a shift towards discussing narrative forms beyond poetry.

Practical Applications in Language Education

• Transitioning into practical language practices, highlighting the relevance of concrete applications linked to students' lives and communities.

• Emphasis on language practices as essential for educational quality and societal transformation, underlining their strategic importance.

Learning Through Language

• Discussion on the significance of language learning for individual and collective development, stressing its role in shaping new subjectivities within society.

• Insight into human learning capabilities compared to other species, noting that humans have unique cognitive abilities that facilitate continuous learning.

The Role of Language in Learning Processes

• Presentation of statistics indicating that over 90% of what we learn is through language, with varying contributions from visual and kinesthetic modalities.

• Quoting Vygotsky on the interrelation between thought and language, asserting that they develop simultaneously through interaction.

A Personal Teaching Experience

• Sharing an anecdote about a surprising encounter with a student's parent regarding academic performance, illustrating real-life implications of student engagement.

Storytelling as a Learning Tool

The Importance of Storytelling

• The speaker introduces the concept of storytelling, questioning whether the story shared is real or invented, emphasizing that the interest lies in the narrative itself.

• Storytelling is highlighted as a significant method for organizing thought and discourse, relevant to both children and adults.

• Narratives are constructed from language, which serves as a network of words and facts that can be organized with pedagogical intent.

Contextual Relevance in Storytelling

• The speaker notes that storytelling often draws from personal experiences or surroundings, making it relatable to listeners.

• There’s a discussion on "manipulating" situations pedagogically through storytelling to engage learners effectively.

Neuroscience and Storytelling

• The implications of neuroscience in storytelling are mentioned, suggesting that stories can be improvised based on current contexts.

• Multiple brain areas activate simultaneously when stories are told, impacting language, emotion, memory, and imagination.

Engagement Through Suspense

• Elements of suspense in stories stimulate brain activity similar to solving puzzles, enhancing learning conditions.

• Neurotransmitters like dopamine and oxytocin play roles in how we respond to stimuli during storytelling.

Reflection on Learning Conditions

• The speaker encourages reflection on whether these engaging storytelling conditions could foster better learning environments for children and adults alike.

• A call for further exploration into strategies that activate specific brain areas during interactions is made.

Constructing Educational Programs

Overview of Program Development

• A colleague discusses their role in constructing an educational program focused on language and literature practices.

Research-Based Practices

• Emphasis is placed on reviewing existing literature to inform educational practices while acknowledging prior knowledge within the team.

Addressing Language Education Challenges

Understanding the Complexity of Language and Teaching

The Complexity of Language Learning

• The speaker discusses the perception that mathematics is complex while language seems simple, highlighting that teaching language involves navigating this complexity.

• Teachers may sometimes oversimplify the process of language acquisition, opting for easier methods or shortcuts that can distort effective teaching practices.

• There is a misconception that teaching reading and writing equates to merely teaching decoding skills, which overlooks deeper cognitive processes involved in learning.

Hypothesis Formation in Language Acquisition

• Children learn to speak not through direct instruction but by associating sounds with meanings, forming hypotheses about language based on their experiences.

• These hypotheses are not errors; they represent children's understanding and assumptions about language, which educators should support rather than correct prematurely.

Engaging with Literature

• An anecdote illustrates how children engage with complex texts (e.g., "The Odyssey") despite their age, showing that interest in stories transcends typical age-related expectations.

• Children’s interpretations of unfamiliar words demonstrate their active engagement with language as they construct meaning from context and prior knowledge.

The Role of Narratives in Everyday Life

• The speaker emphasizes that narratives structure our daily experiences, whether recounting events at work or enjoying films, all following a similar narrative arc: introduction, development, and conclusion.

• This narrative framework is essential for understanding both storytelling and communication in various contexts.

Fostering a Community of Readers and Writers

• Educators aim to cultivate an environment where children become engaged readers and writers by recognizing the importance of narrative structures in their learning processes.

Challenges in Critical Reflection and Analysis

Understanding Student Difficulties

• Many students struggle with critical reflection and analysis, feeling overwhelmed by complex texts. This is often due to the length or complexity of the language used.

• A recent experience with first-semester education students revealed concerning questions about text comprehension, highlighting a need for self-reflection on educational practices.

Systemic Educational Weaknesses

• The issue of student overwhelm is not limited to one type of school; it reflects a broader systemic weakness across both private and public education systems.

• Private education often focuses on rote learning, such as spelling rules, rather than fostering reflective and analytical reading skills.

Personal Educational Experience

• The speaker shares their background in public schooling, emphasizing that quality teaching can exist in various educational settings and that personal experiences shape one's love for language and literature.

The Importance of Communication Skills

Teaching Approaches

• Educators should prioritize providing opportunities for children to express themselves joyfully through communication with peers, teachers, and family.

• Young people often communicate uniformly across different contexts without adjusting their language based on the audience or situation.

Adapting Communication Styles

• Effective communication requires adapting language depending on context—whether speaking to friends or formal situations like job interviews or presentations.

• Cultural codes influence how we communicate; however, these are increasingly lost as technology changes interpersonal interactions.

Impact of Technology on Interpersonal Skills

Non-Verbal Communication Challenges

• Increased reliance on screens has diminished children's ability to read non-verbal cues from others' faces, which are crucial for understanding trustworthiness.

Historical Context of Trust Signals

• Historically, facial expressions have been vital in assessing trustworthiness; this skill is eroding due to less face-to-face interaction among children today.

Educational Program Review Insights

Criteria for Evaluating Education Systems

• A review of global educational documents focused on literary production and worldwide educational valuation was conducted across several countries including Iceland, Denmark, Japan, Germany, Uruguay, and Argentina.

Key Findings from Educational Practices

Understanding Active Learning and Language Teaching Approaches

The Role of Schools in Active Learning

• The discussion begins with the role of schools, emphasizing that it aligns closely with expected educational roles. Key elements of teaching are highlighted, particularly active learning.

• Active learning focuses on student engagement, constructivism, collaboration, and hands-on experiences. The importance of incorporating sensory experiences into learning is underscored.

Neuroscience and Learning

• It is noted that learning enhances brain training to improve intelligence. The concept of multiple intelligences is challenged as a myth; instead, it’s suggested that all senses contribute to a singular intelligence.

• Personal anecdotes illustrate how sensory involvement aids memory retention in learning experiences. Contextual connections are vital for effective learning.

Educational Approaches Across Countries

Finland's Approach

• Finland emphasizes autonomy, creativity, and playful learning in language education. Motivation and enjoyment in reading are prioritized over traditional exams.

Iceland's Focus

• Iceland values literary tradition and continuous formative assessment focusing on participation and creativity within language instruction.

Japan's Structured Method

• Japan employs a structured approach centered on repetition and memorization with frequent assessments focused on spelling and grammar accuracy.

Denmark's Student-Centric Model

• Denmark adopts a playful approach to education with less formal evaluation during early years while emphasizing individual development.

Germany & UK Methods

• Germany uses systematic methods with regular testing to measure progress; the UK combines phonetic methods with standardized tests for language assessment.

Common Expectations in Language Education

• A general comparison reveals common expectations across countries regarding reading comprehension despite varying approaches.

• All nations value clear communication skills; cultural appreciation for national literature is emphasized alongside responsible technology use.

Teacher's Role in Implementing Change

• The speaker stresses the critical role teachers play in realizing educational programs despite challenges faced during implementation.

Experiences in Early Childhood Education

Observations from a Preschool Visit

• The speaker recounts a visit to a preschool in Iguerote, highlighting the positive overall condition of the school and its environment.

• Upon arrival, all children were crying at the entrance, creating a distressing scene that prompted concern from the speaker.

• The teacher described the children as "crybabies," but the speaker emphasized the importance of addressing their emotional needs rather than dismissing them.

• The discussion highlighted that while many schools have resources, the most crucial element is the presence and engagement of teachers with students.

• Connecting with children through empathy and physical comfort (like hugging) can be more effective than relying on external distractions like music.

Importance of Teacher Engagement

• The speaker stresses that teachers are vital agents in implementing educational programs aimed at improving quality in education.

• Acknowledgment of applause indicates appreciation for these insights shared during discussions about teaching practices.

The Role of Literacy in Education

Centrality of Reading and Writing

• Emphasis on reading and writing as fundamental vehicles for socializing knowledge within Western culture; this will guide future educational efforts starting Monday.

• Oral communication is also important, but developing children's expressive capabilities is seen as a primary role for schools.

Daily Commitment to Literacy

• Continuous work on literacy must be daily, permanent, observed, shared, evaluated, and analyzed to ensure children's progress with pleasure and awareness regarding reading's significance.

• Various initiatives like book fairs promote reading as liberating and pleasurable; contact with written materials fosters emotional sharing.

Framework for Educational Standards

• This literacy focus will serve as a backbone for educational activities throughout the year; ongoing reflection on experiences is encouraged among educators.

• At year's end, there will be national evaluations to align educational content standards across various levels (initial education through secondary).

Integrating Language Across Disciplines

Curriculum Integration

• The curriculum isn't entirely new but integrates existing areas related to language expression across different education stages (initial to media).

Transversal Nature of Reading

• Reading is presented as transversal—applicable across subjects such as science or history—and essential for practical communication skills.

Real-Life Language Practices

• Focus on real-life applications: children should write what they want to communicate and read out of necessity or interest.

Teacher Development

Discussion on Reading and Writing in Education

Importance of Literature for Educators

• The speaker emphasizes the significance of reading among teachers, suggesting that many educators may have hidden literary talents, such as writing stories or poetry.

• A call is made for educators to embrace the journey of reading and writing, highlighting it as a wonderful adventure that fosters collective growth and understanding.

Challenges in Engaging with Literature

• The difficulty of stepping away from captivating books is noted, particularly for those who are passionate about reading. This reflects the deep connection readers have with literature.

Systematic Approach to Educational Content

• An invitation is extended to participants to systematize their experiences using provided references, which many have already reviewed and contributed to improving.

Goals of Educational Workshops

• The speaker acknowledges various educational workshops conducted during the week, focusing on identity and language practices.

• It is clarified that the aim is not to impose changes on the curriculum but rather to collaboratively build a guide that enhances educational quality across institutions.

Emphasis on Reading Across Disciplines

• A strong emphasis is placed on integrating reading into all subjects—identity, mathematics, natural sciences—as a fundamental exercise in education.

Engagement with Literary Texts

Connection Between Literature and Learning

• Appreciation is expressed for a local bookstore's efforts in promoting reading culture among children and adolescents within the educational system.

Interactive Learning through Poetry

• The discussion shifts towards engaging students with texts like "Doña Bárbara" while promising future sessions will cover additional aspects left unaddressed today.

Examples of Literary Works

• A famous opening line from "100 Years of Solitude" by Gabriel García Márquez is quoted, illustrating how impactful literature can be introduced in classrooms.

Poetic Engagement with Historical Figures

• A poem about Simón Bolívar captures children's attention; it serves as an excellent starting point for teaching history from an early age.

The Role of Emotion in Learning

Emotional Connections Through Poetry

Exploring Literature and Education

Integrating Poetry into Learning

• The discussion emphasizes the importance of using poetry and literature as tools to introduce students to significant historical figures, such as Simón Bolívar, in a way that is engaging and accessible.

• By incorporating songs and poems, children can begin to think critically about who Simón Bolívar was, including his childhood experiences and games he played, fostering a deeper connection with history.

• Manuel Felipe Rugeles is highlighted as an essential poet whose works can be integrated across various educational levels from preschool through secondary education.

Historical Context in Literature

• The concept of the "Generation of '18" is introduced, suggesting that older students can explore this literary movement's significance alongside its historical context.

• Projects should not feel forced; they can vary in duration (from one week to an entire year), allowing for flexibility based on the subject matter being taught.

Project-Based Learning

• Effective projects culminate in tangible outcomes like exhibitions at book fairs, showcasing student work over several weeks while emphasizing ongoing learning rather than concluding with a single event.

• Continuous study of topics like spelling and linguistic concepts throughout the school year reinforces knowledge retention beyond isolated project timelines.

Connecting Literature with Social Issues

• The integration of literary movements with political history allows for a comprehensive understanding of how art reflects societal changes during specific periods.

• Starting from early education with simple poems by Manuel Felipe Rugeles builds a foundation that evolves into more complex discussions about social contexts in higher education levels.

Notable Poets and Their Works

• The discussion includes references to Andrés Eloy Blanco's poignant poetry which resonates emotionally and connects students to broader themes within their studies.

• Pablo Neruda’s works are also mentioned, illustrating how his poetry can engage adolescents' feelings and experiences, making literature relatable for young learners.

Cultural Practices in Early Education

Importance of Traditional Children's Songs and Games

• The speaker emphasizes the significance of traditional children's songs, such as nursery rhymes and games involving movements, which are essential for early childhood education.

• Children enjoy participating in activities that involve clapping games and sharing these experiences with their families to foster a connection between home and school learning.

• A project is introduced where children memorize and present literary pieces (coplas), culminating in an exhibition showcasing their work, promoting creativity and collaboration.

Engaging Projects to Enhance Learning

• Various projects are discussed, including organizing poetry readings or theatrical performances, which serve as platforms for students to express themselves while developing literacy skills.

• The speaker highlights the importance of curiosity-driven questions from children about natural phenomena (e.g., why the sea is salty), indicating a need for educational content that aligns with their interests.

Understanding Children's Cognitive Development

• The discussion touches on how young children learn best through a progression from simple to complex concepts, emphasizing the need for educators to adapt teaching methods accordingly.

• Children’s inquiries about abstract concepts like planets illustrate their innate curiosity; educators must navigate these questions thoughtfully to support understanding.

Debunking Historical Myths in Education

• The speaker shares insights into common misconceptions found in historical narratives taught in schools, such as misattributed quotes from classic literature (e.g., Don Quijote).

• There is a call for collaborative efforts among educators to identify and correct historical inaccuracies ("fake news") that have been perpetuated over time.

Personal Reflections on Learning History

• The speaker reflects on personal experiences with learning history inaccurately during primary education, highlighting how myths can shape perceptions of historical figures like Christopher Columbus.

Cultural Education and Personal Reflections

School Experiences and Cultural Activities

• The speaker reflects on their primary school education, noting that they were not taught many poems but engaged in cultural activities that had their own advantages.

• They describe participating in a parade for Arbor Day, wearing a new ceremonial uniform each year, which was an exciting tradition involving singing the "Himno al Árbol" while marching with flowers.

• The speaker humorously mentions using traditional tools like razor blades to sharpen pencils before erasers became available, highlighting the simplicity of their educational resources.

Poetic Inspirations and Reinterpretations

• The discussion shifts to poetry, mentioning notable poets such as Laran Sánchez and Vicente Yáñez Pinson, emphasizing the importance of literary heritage.

• A specific poem is referenced: "Te amo, infancia," expressing nostalgia for childhood experiences filled with nature and joy. This poem has inspired others to rewrite or reinterpret it creatively.

Creative Exercises in Poetry

• The speaker notes that some individuals have attempted to rework the poem "Te amo, infancia," adapting it to reflect personal memories from their own towns rather than just Gerbasi's original context.

• They share lines from this reinterpretation that evoke vivid imagery of local landscapes and cherished moments from childhood.

Conclusion and Dedication

• The speaker concludes by acknowledging the beauty of nature and community life captured in poetry, dedicating their reflections to people from Guanape who are listening remotely.