The school and the English teaching in the cultural rescue in the diverse Colombian context

Abstract

The education is considered as the mean by which the human being reaches an integral education, which means, the foment of which one of the dimensions that shape him. Nevertheless, in diverse social contexts, as is the case of the rural, the peasant, the indigenous, the Afro Colombian context, among others, it tends to become in a mean for the homogenization, violence and power imposition against the needs of the State. The previous due to the social requirements related to the market, the globalization, the development, the science and the technology; in particular, when it is referred to the use of the English as a tool for the international communication. The present article has as objective to develop a consideration not derived from a
research about the role of the school as a space for the rescue of the subject identity and what is linked to it in the Colombian diverse context. For this, it is done a deep study from the documental analysis of different theoretical sources and national and international normativity, what allowed to identify the need of a change in the perspective of the language teaching and the tool used for this goal, among them the standardized tests. Finally, it is concluded that is the job of the English teacher to ensure that his practice becomes a transformation element of the experiences that allows the fight and constructive meeting between the subject particularities, his surrounding and the social demands.