Diagnóstico de la práctica pedagógica de convivencia en el aula en los niños y niñas de 3 años de edad de la I.E.I. N° 487, Colasay, Jaén, Cajamarca, 2022.
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Date
2023-04-30
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Abstract
La investigación buscó identificar situaciones contradictorias recurrentes en la práctica pedagógica de convivencia en el aula en la I.E.I. N°487 San Francisco de Colasay. La investigación fue descriptiva simple, logrando establecer cómo es la variable en estudio. Los instrumentos cualitativos utilizados fueron los diarios de campo y las entrevistas enmarcados en la observación participante. Los resultados comunican la existencia de tres tensiones: (a) Tensión entre el hacer libre y el hacer dirigido del niño, (b) Tensión entre la canción como estrategia específica y como estrategia transversal, y (c) Tensión entre el juego como actividad libre y no como estrategia transversal. Las conclusiones expresan que los diarios de campo y entrevistas permitieron caracterizar el problema, las matrices de sistematización de la información facilitaron la obtención clara de las tensiones en la práctica pedagógica.
The research sought to identify recurring contradictory situations in the pedagogical practice of coexistence in the classroom at the I.E.I. No. 487 San Francisco de Colasay. The research was simple descriptive, managing to establish what the variable under study is like. The qualitative instruments used were field diaries and interviews framed in participant observation. The results communicate the existence of three tensions: (a) Tension between the free doing and the directed doing of the child, (b) Tension between the song as a specific strategy and as a transversal strategy, and (c) Tension between the game as a free activity and not as a transversal strategy. The conclusions express that the field diaries and interviews allowed to characterize the problem, the information systematization matrices facilitated the clear obtaining of the tensions in the pedagogical practice.
The research sought to identify recurring contradictory situations in the pedagogical practice of coexistence in the classroom at the I.E.I. No. 487 San Francisco de Colasay. The research was simple descriptive, managing to establish what the variable under study is like. The qualitative instruments used were field diaries and interviews framed in participant observation. The results communicate the existence of three tensions: (a) Tension between the free doing and the directed doing of the child, (b) Tension between the song as a specific strategy and as a transversal strategy, and (c) Tension between the game as a free activity and not as a transversal strategy. The conclusions express that the field diaries and interviews allowed to characterize the problem, the information systematization matrices facilitated the clear obtaining of the tensions in the pedagogical practice.
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Keywords
Diagnóstico, práctica pedagógica, convivencia, diagnosis, pedagogical practice, coexistence
