Revolucionar las realidades rurales locales mediante el aprendizaje basado en la investigación en el aula de inglés como lengua extranjera
DOI:
https://doi.org/10.17533/udea.ikala.355857Palabras clave:
decolonialidad, EFL, ELT, enseñanza del inglés en zonas rurales, aprendizaje basado en la investigaciónResumen
La enseñanza del inglés (ELT) en zonas rurales suele desviarse de la agenda global con prácticas que contribuyen al bienestar de los estudiantes más allá del desarrollo de habilidades lingüísticas. Este artículo reporta un estudio de caso cualitativo que exploró la influencia del aprendizaje basado en la indagación (ABI) en la concientización de los estudiantes de EFL (inglés como lengua extranjera) sobre temas socioculturales locales en una escuela pública rural en el departamento de Huila, en el suroeste de Colombia. Para ello, se llevó a cabo una intervención pedagógica. Se recogieron datos de 22 estudiantes de bachillerato que respondieron a cuestionarios y entrevistas, los cuales se analizaron desde una perspectiva decolonial. El análisis temático de las respuestas de los estudiantes arrojó tres categorías: (a) la visión inercial de los estudiantes sobre las cuestiones socioculturales locales: puntos de vista iniciales formados a partir del típico interés pasivo, (b) la expansión de las perspectivas socioculturales: el salto cuántico en el pensamiento crítico de los estudiantes, y (c) el impulso de cambio: la conciencia sociocultural y el activismo de los estudiantes. Los resultados muestran que los estudiantes abordaron críticamente cuestiones socioculturales complejas, como la violencia contra las mujeres, la drogadicción y el maltrato infantil, que hasta entonces habían sido ignoradas.
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