Ludomática en ambientes de aprendizaje: educación rural en el posconflicto colombiano

Abstract

Ludomatica en ambientes de aprendizaje: educacion rural en el posconflicto colombiano Ludomatica em ambientes de aprendizagem: educacao rural no pos-conflito colombiano This article proposes a pedagogical strategy for promoting media education, using games and technology mediation, in order to resignify the Colombian armed conflict and involve the educational community. The pedagogical process was conducted within the methodological framework of participatory action, at two public schools and their rural extensions in the Gualiva region in Nimaima, Cundinamarca (Colombia). The intervention lasted two years and began by characterizing the community’s physical resources and technological knowledge as a basis for formulating a pedagogical strategy for media literacy. A virtual learning environment (VLE) and a mobile application (APP) were also developed and validated. It was identified that the implementation of educational strategies mediated by information and communication technologies (ICT) reduces digital gaps, improves communication processes, and reshapes territorial dynamics. Para citar este articulo / To reference this article / Para citar este artigo Bautista, D. A. ,  Garcia, Z. P. ,  Casas, E. ,  Gomez, J.  y  Gutierrez, B. A.  (2019). Ludomatica en ambientes de aprendizaje: educacion rural en el posconflicto colombiano.  Educacion y Educadores, 22 (3), 359-376. DOI:  https://doi.org/10.5294/edu.2019.22.3.2 Recibido: 02/04/2019 Aprobado: 12/11/2019