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The general objective of this research is to analyze the pedagogical experiences generated in the second cycle classrooms of the Ñevanga Renda indigenous school from the perspective of INAES student teachers. The methodology used is qualitative, of descriptive approach. The procedures used are observation and interview. Field notes and unstructured interview guides are used as instruments. The unit of analysis is composed of two teachers and the director of the indigenous school. The findings show that classes are active, and the teaching-learning process is developed based on contents related to the Mbya Guarani culture; reading comprehension is in accordance with the context. During this process, the didactic moments are respected, and students' interest is stimulated through participative questions. During the course of the classes, individual and collaborative work is carried out. The languages used in this process are Spanish, Paraguayan Guarani and Mbya Guarani. On the one hand, the strengths of the teaching-learning process are due to the participation, interest and collaborative work developed in class by the students. On the other hand, the weaknesses detected are the lack of didactic resources appropriate to the Mbya Guarani culture. In response to the needs detected, the Ore Róga project was initiated, which provided the school with wooden signs for each grade and multi-grade level. Pedagogical materials were designed with activities about the cultural identity of the community. The three languages (Spanish, Paraguayan Guarani, Mbya Guarani) are used to interact within the classrooms of the Ñevanga Renda school. [ABSTRACT FROM AUTHOR]

The general objective of this paper is to describe the pedagogical experience in BA in Education of the Social Sciences classes during the COVID-19 pandemic in the year 2020, within the framework of the INAES-MEC cooperation. The methodology used consists of a bibliographic review, complemented by a questionnaire on the experiences of students and teachers of the BA in Education of the Social Sciences. The pedagogical action developed within this framework consisted in the design of didactic guides and explanatory videos on the different skills and contents of the study plan of the Social Sciences Area to be provided through the Digital Portal of the Ministry of Education and Sciences for teachers of different subjects. This experience represents a significant learning space for future teachers who assumed the commitment to respond to the need of the social call, which is a characteristic of committed teaching. [ABSTRACT FROM AUTHOR]