Examinando por Materia "Children's literature"
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- PublicaciónAcceso abiertoLa construcción de la memoria a través de la literatura infantil(2018) Marín Briceño, Ángela María; Hernández Palencia, Juan CarlosThis work is the result of the experience acquired in my pedagogical practice in which I discover a universe I did not think of: high school. I speak of my weakness, the part of me I did not know, this part of me university taught me, this part of me I discovered in the world I confront in my pedagogical practice. This is a world with its truths, its pains, its tragedies and its necessities. It is not simple to put in words what happened to me, what I wanted, what frustrated me, what I needed and what needed to be done. This work talk about the being and the actions, the feelings and the reality and so through my own experience and memories. Furthermore, it is not easy to speak of this, even less since the writing task leaves me to question and confront myself, to learn, to live, to grown up. I got to do it through memory, which is the protagonist of my account, this memory which could be describe, according to Moliner, as “the physical faculty with which we remember” or “the capacity to remember” [free translation of Jelin, 2001]. My work necessitates using my memories and others’ memories, and these memories, which sometimes were long forgotten, can reactivate feelings, emotions and wounds
- PublicaciónAcceso abiertoLa literatura infantil como herramienta pedagógica que potencializa las habilidades de producción textual en el grado segundo del Colegio Palermo de San José y del Colegio Monseñor Ernesto Gómez(2021) Iral Múnera, Neyda María; Polo Manjarres, Xiliana Carolina; Herrera Rodríguez, CamiloThis work aims to deepen the knowledge of children's literature as a pedagogical tool that enhances the skills of textual production in the second grade of Colegio Palermo de San José and Monseñor Ernesto Gómez Echeverri School. The research is conducted from a descriptive study type and a qualitative approach. The results allowed knowing that children's literature is a necessary and fundamental process that must be included in the children´s education from the first years of life, allowing to develop a taste for art, as well as to strengthen their skills, abilities and competencies for better social and cultural performance. The intrinsic and extrinsic motivation for the early stimulation of children's literature contributes to significant communication processes in a practical and fun way, allowing the expression of thoughts and opinions to understand the world around them with total clarity. It was concluded that children's literature is definitely a means for expanding lexicon and creative skills in students, since it allows them to develop communication skills and make their own textual productions, opening a universe to learning and creativity from imagination and fantasy to build their own knowledge. The pedagogical role of the teacher is essential because it provides the student with the tools to strengthen and develop literary skills in children and youth in schools by appropriating playful activities that allow them to evolve both at the literary and educational levels
- PublicaciónAcceso abiertoLa literatura infantil y las experiencias estéticas, en búsqueda de la formación de un lector crítico(2019) Giraldo Cataño, Yajaira; Ramírez Posada, VerónicaFirst of all, this proposal is aimed to understand the way children's literature makes the formation of the critical reader based on the aesthetic experiences of 5th grade students, in order to find answers to this research phenomenon, the methodology used will be the qualitative approach in which the reflection becomes the bridge that links the researcher with the participants. It also begins by examining the world that moves inside the classroom to propose a hypothesis consistent with the observation made. In addition, it is hermeneutical because it focuses on the analysis of written and aesthetic discourses produced by students. At the same time, an approach is carried out with a participatory action design, which aims to solve everyday problems that arise around the formation of the critical reader. Therefore, the reading of children's works stimulates the critical thinking of the child, leading him to reflection, to the formulation of judgments and questions for clearly discern possible answers and make analogies with reality. For all the above, if this is added to the creation of plastic and artistic productions would allow a recreation to reaffirm an abstraction of reading not only a literary text but the world with which it interacts
- PublicaciónAcceso abiertoReflexiones en torno a la memoria de la literatura infantil. “Las Maletas De Auschwitz” como posibilidad de tensión en la educación infantil(Gil Ossa, M. C., Martínez Tabares, D., Mejía Londoño, M. A., & Torres Preciado, S. (2021). Reflexiones en torno a la memoria de la literatura infantil. Las maletas de Auschwitz como posibilidad de tensión en la educación infantil. (Trabajo de grado Licenciatura en Educación Infantil). Universidad de San Buenaventura, Facultad de Educación, Medellín, 2021) Mejía Londoño, María Alejandra; Torres Preciado, Susana; Martínez Tabares, Daniela; Gil Ossa, María Camila; Blandón Giraldo, Alba Mery; Gómez Montoya, Víctor DanielThe modern educational project has shown the child to be impossible in social life, in other words, he is not believed capable of living in it, which hinders him from coming closer to humanization (freedom, dignity and autonomy), focusing education only on instruction and forgetting the sensitive reason and the need for experience in education, so that the child comes closer to reality as it is and not, permeated by the need inferred by the adult. That is why, in formal children's education, sometimes mediations are presented to the child that do not favor his experience, as it is the case of children's literature, the specific case of the present project; in this, the different types of children's literature expose a social life more utopian than real; a transformation in such mediations that make possible the coming closer to the child through memory, that is to say, to the sensitive reason, would imply by itself, a transformation in the educational project and in the social life.