Del algoritmo al asombro: sistematización de una experiencia pedagógica para reducir la dependencia digital a través del entorno natural silvestre en el HCB mis primeros amiguitos.

Abstract

This qualitative research with an interpretative approach systematizes a pedagogical experience conducted at the "Mis Primeros Amiguitos" Community Welfare Home (HCB), located in the mining and informal municipality of La Jagua de Ibirico, Cesar, Colombia. The study addresses technological dependency in early childhood triggered by the widespread use of mobile devices as a "digital pacifier" or behavioral sedative—a practice acknowledged by 80% of families in the service unit. This dynamic caused severe digital withdrawal behaviors, emotional dysregulation, social isolation, and significant communication delays among children aged two to five. The main objective was to critically reconstruct and interpret the teacher's pedagogical practice to validate the unstructured natural environment—specifically the adjacent open field of the former SENA—as a therapeutic setting, sensory regulator, and mediator of organic learning. Theoretically, the study integrates Catherine L’Ecuyer’s Pedagogy of Wonder, Loris Malaguzzi’s concept of the environment as a "Third Teacher," Donald Winnicott’s transitional play, Lev Vygotsky’s social mediation, and Colombian early childhood public policy guidelines (De Cero a Siempre, Law 1804 of 2016). Methodologically, the study followed Óscar Jara’s framework for Systematization of Experiences across five spiral phases. Data sources comprised reflective field journals, diagnostic and follow-up family surveys, direct participant observations, and photo-recovery files, all handled in strict compliance with Colombian Law 1581 of 2012 regarding personal data protection. Results, triangulated with the ICBF Qualitative Valuation Scale, revealed that tactile immersion in mud and sand served as a sensory discharge mechanism, converting behavioral crises into emotional self-regulation and extending sustained attention from 5 to 25 continuous minutes. Furthermore, descriptive language emerged spontaneously through real-world wonder, while active family involvement rose from 30% to 90% via traditional outdoor workshops. The study concludes that engagement with natural wild environments is a fundamental developmental right for children and an empowering framework for community educators as active producers of scientific pedagogical knowledge.