Examinando por Autor "Chacón Peña, Sergio"

Mostrando 1 - 7 de 7
  • Publicación
    Acceso abierto
    Caracterización y evaluación de la comunicación no verbal en los estudiantes de 9º en la clase de lengua castellana para mejorar sus prácticas expositivas por medio de un proyecto pedagógico de aula
    (Universidad de San Buenaventura, 2017) Meza, Vanessa Alejandra; Rojas, Ingrid Jovanna; Chacón Peña, Sergio
    La competencia comunicativa es una capacidad transversal que debe trabajarse en todas las asignaturas, además del área de lengua castellana, no solo en la comunicación verbal, sino también la no verbal; no obstante, algunos estudiantes manifiestan no sentir un acompañamiento significativo en el aula de clase en este aspecto. Lo anterior genera una preocupación, en tanto que la comunicación no verbal es un elemento vital a la hora de comunicarse, puesto que les permite a los estudiantes integrarse de forma significativa en un entorno social y laboral. Con lo anterior se concluye que hablar no es lo mismo que comunicar, y que para comunicar, se deben tener en cuenta los factores asociados a la comunicación no verbal como lo son: la postura, movimientos corporales, expresión del rostro y características de la voz. Para identificar estos elementos en los estudiantes del colegio Militar José Acevedo y Gómez de grado 9º A, se empleó como metodología una observación descriptiva, cuyo objetivo general fue Caracterizar y evaluar las prácticas de la comunicación no verbal en estos estudiantes, en el marco de la clase de lengua castellana para mejorar sus prácticas expositivas.
  • Publicación
    Acceso abierto
    La enseñanza y aprendizaje de la lectura y la escritura mediada por cuentos de la literatura afrocolombiana en el grado 3° de primaria de la institución educativa Luis Carlos Valencia sede Camilo Torres zona rural del municipio de Jamundí (Valle del Cauca)
    (Universidad de San Buenaventura, 2017) Moreno Gómez, Dina Marcela; Herrera Garcés, Yenifer; Chacón Peña, Sergio
    This research project is aimed at publicizing the Afro-Colombian literature to the third grade students of the educational institution Camilo Torres of the village of Villa Paz through the story as a recognition of the narrative legacy left by our ancestors; Allowing you to improve your reading and writing process in the classroom. This is how the active participation of teachers and students allowed activities such as diagnostic workshops, interviews and observations that enabled feedback to our research topic and which were also very supportive in collecting information to identify the needs of the Community and thus create a pedagogical proposal in which stories of Afro-Colombian authors are used in the curricular classroom plan in the institution.
  • Publicación
    Acceso abierto
    Estrategias pedagógicas para mejorar la expresión oral argumentativa en los estudiantes del grado 11° del Colegio Militar José Acevedo y Gómez
    (Universidad de San Buenaventura, 2018) Gómez López, Orlando Costinet; Restrepo Cerón, Liseth Johana; Chacón Peña, Sergio
    This project proposes a pedagogical proposal focused on the configuration of a didactic sequence based on the needs observed in the 11th grade students of the Jose Acevedo y Gómez Military School. Thus, difficulties were noticed in this study population when they expressed themselves in the classroom. In this way, the problem of the research was raised, which consists on how to contribute to the practices of the argumentative oral expression of the population from the didactic sequence. According to the above, and for the study of the problem, the research approach is qualitative in that it seeks to describe the population's abilities as to the object of study and how from the description and knowledge of their skills can be brought to the improvement of argumentative oral expression. As for the results, difficulties were found in the oral expression of the students, since they did not know how to give meaning and order to their ideas in an argumentative way. In addition, another important finding was that the strategies used in the classroom were not appropriate. Therefore, a didactic sequence was considered as the final proposal.
  • Publicación
    Acceso abierto
    Fortalecimiento del desarrollo de la oralidad por medio de estrategias lúdico-pedagógicas en los estudiantes de grado 1-3 de la Institución Educativa Celmira Bueno de Orejuela Sede Mariano Ospina Pérez
    (Universidad de San Buenaventura, 2018) Ruiz Delgado, Daniel; Velasco Hermoso, Yerly Adriana; Chacón Peña, Sergio
    The following thesis aspects related to the research: “Strengthen the development of orality through playful-pedagogical strategies in the students of grade 1-3 of the Educational Institution Celmira Bueno de Orejuela Sede Mariano Ospina Perez" which aims to strengthen the development of the orality of students proposing ludic pedagogical strategies. To achieve this objective, the implementation of the qualitative research methodology of descriptive approach was carried out, allowing the collection of information necessary for the development of the research. This information was recorded in observation grids in three moments called: characterization, instruments of data collection and diagnostic exploration, then the information was analyzed and compared with the theoretical approaches that strengthen the research, which served as the basis for the development of a didactic sequence that responded to the research objective.
  • Publicación
    Acceso abierto
    La lectura de la literatura urbana en los procesos de formación de un sujeto lector crítico
    (Universidad de San Buenaventura, 2019) Florián Reyes, Mayra Camila; Chacón Peña, Sergio
    This research aims to propose a didactic sequence around the reading of the Colombian urban novel The noise of things when falling, with the aim of contributing to the formation of critical thinking in students of grade 11. Pedagogical proposal that responds as a contribution to the problem that is framed in three categories: traditional education vs contemporary education, the reading subject in the educational field, and textual axiology and new ways of reading. Understanding traditional Colombian education as a culture that reinforces the formation of citizen subjects that perpetuate the practice of classifying social groups into race, color, ethnicity, religion, language, and other segregation labels that make the other invisible and make it impossible to generate diverse collective meetings that allow readings of other contextual realities to become aware of themselves, the other and the environment, recognizing themselves in the difference. Culture that directs the reading of Colombian urban literature from an essentialist reading that falls in an architectural perspective with the purpose of understanding the processes of expansion and urbanization of the country and its models of productive and economic development. In contrast, contemporary education aims to understand and interpret the signs, symbols and icons that represent the customs, traditions, activities and other new forms of territoriality of social groups, directing the reading of the urban novel from a dynamic between memory historical and the incidence of these events in the current political, social, religious, educational, cultural, etc., Colombian realities The second category refers to the absence of encouraging intentional actions that teach thinking and that provoke learning from a relationship-affectation process in the discursive encounter with the other, that allows understanding the difference that portrays diverse perceptions about the world as a opportunity to build oneself, society and nation, generating other possible conditions of living and coexisting. The last category exposes the lack of training of critical readers who understand and interpret the semantic relationships established by the particular contents of each text and who create common codes with the readings, discovering the significant values that each author assigns to the terms conceptual.
  • Publicación
    Acceso abierto
    Lectura y teatro: aproximación al texto dramático en el aula para la formación de espectadores
    (Universidad de San Buenaventura, 2019) Torres Mejía, Ángela María; Chacón Peña, Sergio
    This paper seeks to contribute, through the reading of the dramatic text, to the formation of high school students as theater spectators. The problem arises from the need for training theater spectators so that there is, as the Colombian Cultural Policies say, a democratization of art and culture. That is, the formation of a subject that can relate to the play, understand it and have a connection with it. Therefore, the role of the school as a mediator is vital for such training and it is sought to articulate the Castilian Language with the Theater to form such spectator.In the search, a point of intersection of the two disciplines was found: the dramatic text. The dramatic reading is a way of approaching the theater and its reading, in relation to the other genres; it is an exercise of vital imagination. Therefore, we propose the development of a didactic sequence that seeks to contribute to the formation of theater spectators in the classroom. The methodology is based on a constructivist method and is developed by reading the dramatic text “El Monte Calvo”, by the Colombian writer Jairo Aníbal Niño and working with “Readers theater's” dramatic text reading strategy, based on shared reading, where the voice is the main protagonist.Lastly, the purpose of this work is not to train in Theater, in the production process, but to contribute to the formation of spectators. That is, to influence the reception process, with a mediation work of dramatic text reading.
  • Publicación
    Acceso abierto
    La promoción de lectura de literatura clásica como aporte a la capacidad de comprensión del estudiante de grado 11, a través de la narración oral escénica.
    (Universidad de San Buenaventura, 2019) Valencia Gutiérrez, Kevin David; Barbosa Barbosa, Linda Vanessa; Campiño Almeida, Yessica Alexandra; Chacón Peña, Sergio
    This paper arises from the need to contribute to reading comprehension skills and promote reading in secondary education, after identifying shortcomings in reading comprehension in eleventh grade students. Therefore, it is intended to establish how the promotion of reading of classical literature contributes to the comprehension capacity of the eleventh grade student (11), through stage oral narration. The methodology is qualitative with a dialectical-critical approach that seeks to understand and interpret the reality of the educational community from a holistic perspective, since thought processes allow an approach and a cognitive appropriation of reality. Reason why, a didactic sequence is proposed, so that the students approach the reading of the classic literature and enrich the reading comprehension capacity by means of strategies of the NOE.