Diagnóstico de la práctica pedagógica de expresión oral y corporal en niños de 4 años de edad, en la I. E. I. Nº 011, Pueblo Nuevo, Jaén, Cajamarca, 2022.
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Date
2023-09-26
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Abstract
La investigación buscó analizar situaciones contradictorias recurrentes en la práctica pedagógica de expresión oral y corporal. La metodología se en-marca en la investigación descriptiva simple desde una mirada cualitativa, desde la perspectiva de la observación participante. Para el recojo de información se utilizó diarios de campo (para interacciones) y entrevistas (para representaciones). En las interacciones se identificaron seis tensiones entre: (a) desconexión de los propósitos y resultados; (b) textos utilizados y expresión oral-corporal; (c) interrogación y respuestas; (d) imágenes impresas y motiva-ción; (e) aula y organización; (f) actitud silenciosa y participación. En las repre-sentaciones se identificaron cuatro hallazgos con diferentes percepciones de las entrevistadas (directora, docente, mamá) respecto a los siguientes tópicos: (a) formación de la expresión oral, (b) acciones institucionales en oralidad, (c) espacio de biblioteca, (d) espacio de lectura. Las conclusiones indican que la práctica pedagógica de expresión oral y corporal tiene un conjunto de situaciones contradictorias dilemáticas recurrentes; estas situaciones corresponden a la expresión oral-corporal en su formación que dispone de un sistema de tensiones y hallazgos.
The research sought to analyze recurrent contradictory situations in the pedagogical practice of oral and corporal expression. The methodology is framed in simple descriptive research from a qualitative point of view, from the perspective of participant observation. For the collection of information, Field diaries (for interactions) and interviews (for representations) were used. In the interactions, six tensions were identified between: (a) disconnection of pur-poses and results; (b) texts used and oral-corporal expression; (c) questioning and answers; (d) printed images and motivation; (e) classroom and organiza-tion; (f) silent attitude and participation. In the representations, four findings were identified with different perceptions of the interviewees (principal, teach-er, mother) regarding the following topics: (a) formation of oral expression, (b) institutional actions in orality, (c) library space, (d) reading space. The conclu-sions indicate that the pedagogical practice of oral and corporal expression has a set of recurrent dilemmatic contradictory situations; these situations corre-spond to oral-corporal expression in its formation that has a system of tensions and findings.
The research sought to analyze recurrent contradictory situations in the pedagogical practice of oral and corporal expression. The methodology is framed in simple descriptive research from a qualitative point of view, from the perspective of participant observation. For the collection of information, Field diaries (for interactions) and interviews (for representations) were used. In the interactions, six tensions were identified between: (a) disconnection of pur-poses and results; (b) texts used and oral-corporal expression; (c) questioning and answers; (d) printed images and motivation; (e) classroom and organiza-tion; (f) silent attitude and participation. In the representations, four findings were identified with different perceptions of the interviewees (principal, teach-er, mother) regarding the following topics: (a) formation of oral expression, (b) institutional actions in orality, (c) library space, (d) reading space. The conclu-sions indicate that the pedagogical practice of oral and corporal expression has a set of recurrent dilemmatic contradictory situations; these situations corre-spond to oral-corporal expression in its formation that has a system of tensions and findings.
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Diagnóstico, prácticas pedagógicas, expresión oral y corporal, Diagnosis, pedagogical practices, oral and corporal expression
