Examinando por Materia "Comunicación - Enseñanza"
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- PublicaciónAcceso abiertoÉrase una vez y mentira no es…: percepciones del aula a través de los ojos de los niños y las niñas(Universidad de San Buenaventura, 2016-08) Carmona Muñoz, Martha Lucía; Vinasco Guzmán, Alba Rocío; Mallarino Flórez de Pahde, ClaudiaThe present inquiry –of court comprehensive-, was attended by 100 children of third grade from official schools of the city of Santiago de Cali, located in the communes 8 and 10. It was structured around the stories made by the participants around the question of our work of knowledge: Having on the basis the five axioms of communication of Paul Watzlawick, Janet Helmick Beavin, and Don D. Jackson. How is perceived by the eyes of children the relationship established in the classroom between them and their teacher? Their perceptions led us ratify that one of the keys of our work in the classroom is in the type of communication established there. Finally we are invited to reflect on the need to rethink our attitudes in the classroom, to continue in a constant search for those elements that enable the recognition of the other and the opening of channels where the information dont move in a single way anymore but multidirectionally.
- PublicaciónAcceso abiertoFortalecimiento de la comunicación oral en los estudiantes del grado undécimo del Colegio Mayor Alférez Real de la ciudad de Cali(Universidad de San Buenaventura, 2018) Bolaños, Isabel Cristina; Aguirre Ramírez, Ailyn; Rodríguez Calle, JamesThe aim of this degree work is to analyze the classroom situations registered in the eleventh grade of the Alférez Real High School, in order to strengthen oral communication in students. The above is achieved from the critical social approach insofar as it addresses the internal relationships of the subjects and how they relate to the social environment. The orality workshop was applied to approximately 21 students, of whom a sample of 3 was taken, in which the aforementioned workshop was thoroughly analyzed. The results show a fragility on the part of the students when facing in an audience. It is difficult for them to argue the ideas in light of what they are to make known, the body position is fearful, of insecurity; there are presence of trumpets at the time of exposition, among other things. The students of the eleventh grade were analyzed, resulting in weaknesses in orality at the time of exposing and being eloquent with ideas or arguments. In this regard, a workshop was applied (didactic sequence) with which it was sought to nurture these fragilities. The results obtained in the analysis of three students expose the importance of nurturing orality in students in classroom practices. Importance that is reflected in the theories present in Delgado and Mandoki that involve integrally in the actions of students as dialogical beings.
- PublicaciónAcceso abiertoLa interacción escolar y algunos modos comunicativos en un aula de clases(Universidad de San Buenaventura, 2016) González Molina, Shirley; Marmolejo Rojas, Omar; Molina Fernández, Guisela; Mallarino Flórez de Pahde, ClaudiaThis paper presents the emergence of a methodical work on the interaction -teacher school student- and some of their communication in a classroom In this case, was taken as allegorical figure the story Where the Wild, to weave the discursive framework that displays a textual structure of six chapters highlighting the biographical convergence of authors around the teacher-student relationship and the development of it through the deployment of a methodical that focuses on making a comprehensive look at a selected class at a time crucial for the establishment of communicative interaction (teacher-student) as the beginning of the school year in the first moments of a school day. For this purpose 11 authors present their visions of communicative interaction in school both explicitly and implicitly were held. Of these three thoughtful axes present are identified transversely in his works (power relations in the classroom, setting the self-student / be-master and communication in the classroom) that intertwine with the conceptual factors theory human communication of Watzlawick, being these that are taken as reference to define the criteria selected classroom observation.