Resumo

MEJIA BOTERO, Fernando. The Learning process of a female marginalized elementary-school student. Rev. latinoam. estud. educ. [online]. 2021, vol.51, n.1, pp.205-229.  Epub 20-Out-2023. ISSN 2448-878X.  https://doi.org/10.48102/rlee.2021.51.1.203.

The purpose of this paper is to share the evidence of a female student’s deep-knowledge-building process in a highly marginalized school of the Nacional Council for Educational Fostering (Conafe). The student is accompanied by a Community-based Educational Leader, through a tutoring relationship, according to the pedagogical model of Learning based on Communication and Dialogue (ABCD model, due to its Spanish initials). The evidence builds on a qualitative methodology through non-participant observation and classroom video-recording. It studies in depth the classroom interactions between the Leader and the student through the construction of didactic sequences that allow the analysis of conversational action, references to learning objects, and other spoken issues. The main finding is the fact of a well-implemented tutoring relationship being an alternative for Mexican highly marginalized children. According to Mehta and Fine (2019), in this case, the student demonstrates a deeplearning in dominion, identity, and creativity. Research, in this case, concentrates on the possibility of adequate learning for the rural population, not on quantitative representativity.

Palavras-chave : deep learning; tutorial relationships; Conafe’s ABCD Model.