Fortalecimiento de la preparación para las pruebas saber 11° desde un enfoque pedagógico inclusivo y contextualizado con estrategias tecnológicas.

Abstract

This project aims to enhance the academic performance of students at the Alejandro de Humboldt Technical Educational Institution, located in an urban area, although approximately 75% of its student population comes from rural backgrounds and faces multiple socio-educational challenges. Within this context, the primary issue identified was the low performance on the SABER 11° standardized assessments, associated with educational practices that remain insufficiently inclusive and disconnected from the sociocultural realities of the surrounding community. Consequently, through the design and implementation of contextualized and inclusive pedagogical strategies, the project seeks to integrate local knowledge and community-based experiences into the school curriculum, while promoting the active participation of the educational community and the recognition of diversity. The proposal articulates collaborative efforts among the school, families, and the wider community, considering factors such as limited academic support at home, restricted access to educational resources, low student motivation, and weak coordination among educational stakeholders. The innovative nature of the project lies in the adoption of methodologies that acknowledge and value students lived experiences, particularly those of rural origin, as a foundational element of the teaching and learning process. Furthermore, the project incorporates a continuous and participatory evaluation framework aimed at assessing the impact of the implemented strategies and their contribution to academic improvement. Ultimately, the initiative seeks to contribute positively to educational quality by fostering equitable, contextually relevant, and transformative education in rural settings.