The Teaching of Orality: A New Look in Formal and Rural Education Contexts

In recent years, orality has been understood in the context of education as a result of the need for change and innovation in teaching the mother tongue. This has led to the emergence of research exercises such as those presented in this reflection article, which are part of the training process of the Master's degree in Mother Tongue Pedagogy at Universidad Distrital Francisco Jose de Caldas. In this vein, this text seeks to collect the different perspectives of orality that have developed in three formal and rural education contexts. All this, through experiences that connect with the creation of new intercultural, media, artistic, and literary logics. In this sense, this article is situated within the framework of three research processes that converge with the qualitative method, based on the execution of pedagogical actions that stem from the sociocritical paradigm. At the same time, a connection is evidenced between these new contexts of orality, the design of action research, and its forms of intervention, as is the case of workshops and didactic sequences, which enable research and reflection exercises. The results of this discussion highlight the importance of (i) exploring diverse ways to bolster orality from one's own knowledge and interdisciplinary and (ii) boosting crea-tive capabilities for its teaching in different learning environments. In conclusion, this reflection opens the way to new routes that address the teaching of orality from a cultural and social construction.