Examinando por Autor "Salazar Vargas, Warfiela María Matilde"
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- PublicaciónAcceso abiertoEl análisis hermenéutico y simbólico del poema “las úlceras de Adán” de Héctor Rojas Herazo(2018) Jiménez Cano, Carlos Eduardo; Salazar Vargas, Warfiela María MatildeLiterature and especially the lyrical genre is presented as a medium that has a number of characteristics that allows the human being to express their views of the world around him, therefore the objective of this essay is to make life the previous premise from an analysis hermeneutic and symbolic of the poem: "the ulcers of Adam" by the Colombian poet Hector Rojas Herazo, where the central theme is the uprooting, loneliness, existentialism and abandonment approached by the author in order to evoke the existential dimension of man, that is why each verse is loaded with signs, symbols and mythological aspects that are pertinent to analyze from hermeneutics and myth in order to understand the earthly character of human beings, their existence, the meaning of life and their being in the world. To approach the analysis of the poem, the theory raised by Mircea Eliade about the myth and Hans-Georg Gadamer's statements in his text: "truth and method" will be taken into account in order to understand the meaning of the poem
- PublicaciónAcceso abiertoLa comprensión lectora: el camino para la interpretación del mundo(2018) Campo Guapacha, Viviana; Chaverra Guerrero, Luz Mary; Delgado Lujan, Katherine; Salazar Vargas, Warfiela María MatildeThis work aims grade visible processes that facilitate strengthening reading comprehension in students of 1st to 3rd grades of elementary school, considering the differences between a Christian humanist school (Institución Educativa Pablo VI) and a school with a flexible model (Colegio Básico Camino de Paz) through the systematization of experience. In effect, it is intended to capture through it situations, experiences, reflections, narratives that allow the growth and understanding of classroom living, generating an interrelation of knowledge and experiences that produce a strengthening of the teaching experience. The aforementioned, allows demonstrating the possible appropriate or inadequate actions that are carried out in the classroom in favor of strengthening reading comprehension in elementary school students, in addition to the importance of maintaining a record of classroom experiences that allows the reflection and confrontation of the learning and experiences that allow to qualify the teaching task
- PublicaciónAcceso abiertoCuando llegó el cine a Tierradentro : el cine como estrategia didáctica en el proceso de comprensión e interpretación textual(2020) Quiceno García, Juliana; Salazar Vargas, Warfiela María MatildeThe present essay is the result of the obtained experience in the pedagogical practice "profesionalizarte" of the Licenciatura en Lengua Castellana, realised in the educative institution Antonio Maria Bedoya on third grade children. From this experience, appear some reflections about the relations between cine and school as a didactical tool, in this text, the audio-visual language is conceibed as a didactical resource, thinking in this as a text that can be interpreted and understood as a dynamizer resource of the strategies of the comprehensive reading, used for the consolidate of the learning in thematics of the Lengua castellana y ciencias sociales area. Equally, it is considered necesary analyze, how the audio-visuals can be configured, as a cinematographic format, as part of the school and how it can evolve at her side, being conceibed as a resource in the new pedagogical practices
- PublicaciónAcceso abiertoLa inteligencia vial como parte de la enseñanza para el desarrollo de habilidades para la vida(2019) Candamil Martínez, María Yeraldin; Salazar Vargas, Warfiela María MatildeThe period 2011/2020 has been pointed out as the Decade of Action for Road Safety, according to the UN; if it does not carry out strategies, this problem could become the fifth cause of death by the year 2030. It is then how it is posed as a public health problem; the institutions involved in the subject of road safety, such as the Fondo de Prevención Vial (FPV) and today the ANSV (Agencia Nacional de Seguridad Vial), have not been able to generate efficient results; that is why the society has the obligation to bear its part of the responsibility; accidents, according to various researches has become clear that can be avoided and it is our social and political responsibility to stop it with concrete actions that allow the significant reduction of daily victims. That is why the National Government issues the Plan Nacional de Seguridad Vial 2011 – 2021 through the Ministry of Transportation with a legal framework that includes of compulsory nature the education in this area. Road safety education is an issue that concerns everyone, therefore, it has become increasingly important to educate on these issues into the classroom. In favor of this, in the world and in Colombia, a series of regulations has been generated regarding the issue, which also requires that the Ministerio de Educación Nacional to pay attention to this issue from the so-called cross-cutting projects, where the incidence of regulations is reflected in the processes of teaching, assuming this from a process of training in road intelligence as a skill for life in students of all grades of schooling.
- PublicaciónAcceso abiertoSensibilización de la experiencia literaria de los preadolescentes en la escuela a través de narrativas de la literatura universal(2018) Sampedro Builes, Gilena María; Salazar Vargas, Warfiela María MatildeThis work delves into the problem of the type of literary content that is usually taken to school classrooms with preadolescent students, in which there is a tendency to moralize and to educate, a fact that discourages the autonomy that literature has when it comes talk about children's issues, but also about love, questions, adventures and misadventures of the adult world (for which they are being prepared), and deprives the student of the possibility of securing a more elaborate lexicon and a metaphorical-poetic language that could be learning by reading works of universal literature. Therefore, in the development of this deepening and considering the authors we will address, it will be reflected in these pages the reason why a literature for preadolescent students must be a literature with autonomy, not willing to catechize but to develop the imagination and the cognitive and critical capacity of the student from the sensitive experience of literary art