Examinando por Materia "Intersubjectivity"
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- PublicaciónAcceso abiertoConstrucción de relaciones intersubjetivas entre el joven sordo y oyente en un aula educativo regular(Universidad de San Buenaventura, 2015) Jurado Ávila, Diana Marcela; Galeano Bautista, María CeilaThe objective of this research was to determine how the inter-relationships between the deaf and listener are constructed in a regular classroom, understanding that intersubjectivity is generating means learning and builder of interactions between students in the classroom. It was used as semi-structured interviews teachers and students teaching strategies, and observations in the classroom space. Taking into account the identified categories of analysis that were later used in the discussion between the theory and the observed were done. Methodological techniques used are inscribed in a descriptive qualitative research. According to the identified throughout this research could recognize the importance of school with inclusive model in building interrelationships between deaf and listeners, since in this space through their interactions acquire knowledge and in turn They give meaning to their own knowledge through his word. A turn in the classroom could also be identified that cooperative interactions, union, support and respect among students, where knowledge in sign language, written language involved as a bridge of communication between them are built, where his word It is heard and taken into account. Another important point is the place of the deaf in the educational classroom, where according to the methodology of class employed by the teacher is allowed to participate in the class as their hearing peers, is according to how the teacher handles the class is that the young deaf can occupy a place with in the same classroom.
- PublicaciónAcceso abiertoLa cotidianidad en escenarios de intersubjetividad en el aula : miradas de maestros en relación con las políticas públicas para la primera infancia(2014) Marín Girón, Diana Carolina; Portilla Díaz, Karen Lorena; Garzón Rayo, OrfaThe Investigation is about hermeneutical type. Starting from the identification of determinant factors in children's realities at the school level, it is questioned about the sense of teachers in their daily practice. For this reason we inquire into the fate of quotidianity searching discuss the standardization generated by the school, in order to take it more human encounters and daily experiences that children are developed by promoting social interaction of sense. For this it is important to understand the quotidianity of the child and the teacher, understanding what happens inside the configuration of the instersubjectivity and finally after understanding these two conceptions come to recognize whether public policies for early childhood are related to the same theoretical and practical level.
- PublicaciónAcceso abiertoUna oportunidad para resignificar las comprensiones de ser maestro(2021) Avendaño Avendaño, Paula Andrea; Velásquez Escobar, Patricia del Socorro; Obando Aguirre, AdrianaThe Following research project emerged from the interest we had as researchers, regarding the ways in which some elementary school teachers at the Jorge Robledo institute and at the Asunción School perceive, define, and place themselves as human beings within their role as teachers. In this regard, this investigation was intended to interpret teachers’ understanding of themselves within these two educational contexts; in order to approach their realities, not only from the parameter stablished cultural, social, and academically; but also based on their own personal and professional experiences. For this purpose, a qualitative research was proposed with a hermeneutical approach in the light of the narrative, which allowed an open, sensitive, unfinished, and detailed vision of the reality experienced by these teachers. Simultaneously, this study was developed through interactive techniques and focus groups, using instruments such as workshops and semi-structured interviews to identify life experiences and relationship dynamics that constitute a teacher’s existence. Finally, it is concluded that when a teacher becomes aware of him/herself, one does not speak of a teacher in history, but a teacher with his/her own story, who is recognized through relationships and the spaces where s/he is a subject and a teacher in; and it is their stories that allow them to re-signify and re-signify the school as a space of worlds of life, in which subjectivities and intersubjectivities are woven.
- PublicaciónAcceso abiertoResignificación de los procesos de subjetivación en los niños de 5 a 7 años a través de sus relatos(2018) Quiroz Ruiz, Diana Marcela; Rojas Álvarez, Diana Carolina; Vergara Pineda, Luisa Fernanda; Vásquez Pérez, Nora LilianaThe present research process seeks to analyze how children from 5 to 7 years resignify their processes of subjectivation through the stories, the inquiry was conducted in two educational contexts of Valle de Aburrá with transition and first grade students. The methodology used for this research was qualitative, with the narrative approach, which made it possible to visualize children's voices and interpret the signs of subjectivity, finding that self-concept, experiences, families, school and environment are a fundamental part of the constitution of oneself that is made through memories and the vision of the future. The investigation allowed us to understand that the adult-centric imaginaries that are generated from childhood are not the most accurate, understanding that for this it is necessary to take into account the stories of the children since they are the world's cosmovisions and of themselves