Literacy processes and emotional value in the non-literate population of Florencia, Caquetá

Illiteracy is a social, educational, and human problem that directly affects the most vulnerable populations by limiting their access to better living conditions, reducing employment opportunities, and restricting their full participation in society. In the context of Florencia, Caquetá, this situation is evident among young people and adults who, due to multiple family, economic, territorial, and social circumstances, were unable to start, continue, or complete their basic educational process. In response to this need, the CLEI-1 Integrated Academic Cycle was implemented under the flexible model A Crecer para la Vida, promoted by the National Ministry of Education, as a strategy aimed at facilitating access to and permanence in the formal education system for this population.

The purpose of this article is to analyze the emotional value of the non-literate population participating in the CLEI-1 program in Florencia, Caquetá, based on the internship experience developed within the project and on the recognition of the life stories of some of its participants. The analysis is grounded in the idea that literacy cannot be understood exclusively as the acquisition of instrumental reading, writing, and numeracy skills, but rather as a process of personal, social, and emotional transformation involving the memory of exclusion trajectories, experiences of pain, expectations of change, and the reconstruction of self-esteem.

From a qualitative perspective, based on process observation, direct participation in pedagogical activities, and the exploration of participants’ life stories, emotions accompanying the different stages of the educational process were identified. Before the cycle, emotions such as fear, distress, guilt, discomfort, nostalgia, sadness, and anxiety appeared. During the process, mixed emotions emerged, including joy, frustration, confidence, concern, surprise, and calmness. At the end of the academic cycle, feelings of pride, gratitude, motivation, satisfaction, hope, and self-recognition as capable learners became predominant.

The study shows that the causes of illiteracy in this population are not simply linked to a lack of interest, but to complex situations such as forced displacement, death of family members, poverty, violence, early motherhood, lack of support, informal work, and territorial barriers to school access. Therefore, the literacy process becomes an opportunity for dignity, inclusion, and personal growth. It is concluded that emotional value occupies a central place in the educational experience of non-literate youth and adults, and that any pedagogical proposal aimed at this population must recognize the affective dimension as an essential part of learning.