Examinando por Materia "Educational practices"

Mostrando 1 - 3 de 3
  • Publicación
    Acceso abierto
    Enfoques de desarrollo y prácticas educativas en Proyectos Ambientales Escolares – PRAE –
    (2018) Bernal Cano, Yanine; Arias Orozco, Edgar de Jesús
    The following projects objective is the interpretation of educational practices in the educational environment, specifically those carried out in the School Environmental Projects [PRAE] for two educational institutions in the area of San Cristóbal, Medellín: The Institución Educativa Fabio Zuluaga Orozco and The Institución Educativa San Cristóbal, in relation to the development approaches that are deployed in them. Consequently, a qualitative methodology has been identified for the analysis of data such as interviews and focus groups, as well as a review of the documents produced for the PRAE of both institutions. The above has allowed to describe the pedagogical components that are carried out in relation to environmental education. Finally, we have sought to relate the information found on the development approaches and the educational practices -PRAE generated in these institutions. It has been found that the PRAE have some of the theoretical and conceptual references provided by the National Policy on Environmental Education, however, the educational practices generated do not always transcend the institutional level. Also, it has been notorious to note the relationship between the conceptual clarity of the -PRAE and the discourses generated by the actors of the educational community. Regarding the visible development approaches in the -PRAE, it is evident the recurrence of a discourse on sustainable development, the weakness of a possible criticism of the limitations of this approach and the particular connection-disconnection between environmental educational practices and practical demand and discursive that would entail coherently assume the development approach enunciated in school life.
  • Publicación
    Acceso abierto
    Prácticas educativas en aulas regulares de inclusión en niños con diversidad funcional
    (Universidad de San Buenaventura, Cali, 2019) Castillo Gómez, Katherin; Díaz Rico, María Elena
    Inclusive education and educational practices are two basic themes in the next research, as we all know that education includes adaptations of students' needs, these adaptations must also have in the educational practices that are based on teaching and learning through of a constructionist theory that allows the development of social being. Through the various investigations, some barriers that prevent inclusive education were observed, such as lack of institutional interest,ignorance of functional diversity, fear of facing it and lack of equality.However, the methodologies yielded different theories for the solution of silver previously, such as workshops for teachers, institutional and curricular adaptations, taking into account the student's voice, teaching children values such as equality, respect, collaboration, etc. Through this we consider how two primary school teachers from a regular inclusion classroom carry out educational practices in children with functional diversity. Through this approach we had 3 fundamental categories, inclusive education, educational practices and functional diversity, the priorities of the secondary school were the educational practices that allowed to analyze the results of its structure, the competition between students and teachers, the analysis was carried out through of an observation grid that was carried out in a private institution, the results showed that the educational practices are fulfilled by 40%, the differences present in the classroom were wide, which made it difficult to interact with the whole class, as there is more attention in some that in others.
  • Publicación
    Acceso abierto
    Prácticas político-educativas en la argentina post-2001: las experiencias colectivas de autogestión del conocimiento en la Universidad
    (Editorial Bonaventuriana, 2010) Singer, Mariela
    En la Argentina, el año 2001 significó un punto de inflexión en cuanto a la emergencia y el fortalecimiento de nuevas formas de pensar y practicar la política. Las experiencias conformadas y potenciadas a partir de los estallidos del 19 y 20 de diciembre de aquel año, incluyeron asambleas barriales, movimientos piqueteros y fábricas recuperadas entre sus manifestaciones más visibles, pero los reverdecimientos del período involucraron diversidad de ámbitos en los que comenzaron a ensayarse formas de acción colectiva que trascendían las prácticas políticas tradicionales. Este trabajo de investigación aborda un conjunto de experiencias de intervención política en el ámbito de la educación superior emergentes en los años inmediatamente posteriores a los sucesos del 19 y 20 de diciembre, con el objetivo de especificar el modo en que expresan transformaciones en las prácticas políticas de actores universitarios, así como de exponer la manera en que esas transformaciones cristalizan cambios en prácticas pedagógicas. Finalmente, se introduce una reflexión sobre las mutuas implicancias entre prácticas políticas y prácticas educativas.