Voices of an Educational Community: MEC Paraguay's Ñe'ẽry Reading, Writing, and Orality Program

Abstract

The purpose of this qualitative case study was to identify what was revealed by using the dialogic approach with the educational community of a public institution in relation to the implementation of the ÑE'ÊRY Reading, Writing and Orality Program proposed by the MEC of Paraguay. A dialogic approach was taken with the educational community, and data collection tools included in-depth interviews, a survey, and a focus group with the school community. The findings highlight the three main strategies for implementing the Reading, Writing, and Orality Project: "the urgency of teacher training", "the need for contextualized materials", and "the challenge of writing in Guaraní."