Examinando por Materia "Transversalidad"
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- PublicaciónAcceso abiertoApp educativa para el desarrollo de competencias científicas y competencias comunicativas en inglés(Universidad de San Buenaventura, 2022) Barón Pulido, Emilce; Córdoba Dueñas, Beatriz Esther; Rodríguez Velásquez, Nancy Liliana; Grupo de Investigación Tendencias Actuales en Educación y Pedagogía [TAEPE] (Bogotá)
- PublicaciónAcceso abiertoLa transversalidad del currículo: una propuesta para la gestión del conocimiento en el Colegio San José Hermanitas de la Anunciación.(2021) Martínez Montoya, Flor María; Mosquera Perea, Diana Sofía; Ríos Estrada, Beatriz ElenaTransversality is becoming more and more necessary in pedagogical processes, particularly in curriculum design and implementation. However, it should be noted that, in many cases, as is the case of Colegio San José Hermanitas de la Anunciación, although theoretically there are notions about the subject in question, there is a lack of implementation that really leads to build significant knowledge in the way it is expected from the collaborative and articulating work between teachers, subjects, projects and the educational community in general. This is how the motivation to base a curricular proposal that seeks to mainstream the different areas of knowledge and the actions that are carried out in the school arises. Therefore, it is considered important, at first, to have a holistic view of the institutional reality with its respective needs and what can favor its approach. Next, the search for information, through works, research and other documents that can support a proposal that exposes strategies that, in addition to enriching the curriculum, contribute to the training process of students and their personal and collective development.
- PublicaciónAcceso abiertoLa transversalidad, un proceso que va más allá del discurso pedagógico(2018) Bedoya Correa, Marcela; Gómez Acevedo, Ana María; Ríos Galeano, Sirlen Catalina; Echavarría Cañas, John JairoThe transversality is a pedagogical phenomenon that has taken center stage in the classrooms in recent times; however, it lacks a theoretical foundation through which it can be sustained remaining in the structured discourse of teachers and in an applicability that does not go beyond a moralizing approach in terms of values. That is why it was necessary to develop a tracking of other terms that deal with the processes of linking specific contents of a degree and the mechanisms that are advanced within the classes to achieve it in order to document the process of mainstreaming from the classroom experiences. Due to the characteristics of the topic and the connotation that it had at the social level, a methodology of qualitative ethnographic research was chosen that allowed registering experiences, feelings, impressions of the participants, unstructured observation and the collection of documentary data. Exploring the topic to be investigated in all its dimensions and finally yielding as a result the need for a clear conception, which can give a solid idea of its use; allowing locating it in a specific point, so it is not defined as an approach yet, methodology, method, strategy, among others