Una mirada al proceso de desarrollo autónomo en la ciudad

Hernández González, Angela Adriana; Mogollón Victorino, Angela Liseth; Uzuriaga Useche, María Cristina

View/Open

Mirada_proceso_desarrollo_autonomociudad.pdf (Trabajo de grado) (782.5Kb)

Carta_autorizada.pdf (Carta de autorización) (1.939Mb)

Date

2018

Author

Hernández González, Angela Adriana

Mogollón Victorino, Angela Liseth

Uzuriaga Useche, María Cristina

Título obtenido

Especialista en Pedagogía y Docencia Universitaria

Director de tesis

Méndez, Yeison

Publicador

Universidad La Gran Colombia

Facultad

Facultad de Postgrados

Programa

Especialización en Pedagogía y Docencia Universitaria

TY - GEN T1 - Una mirada al proceso de desarrollo autónomo en la ciudad AU - Hernández González, Angela Adriana AU - Mogollón Victorino, Angela Liseth AU - Uzuriaga Useche, María Cristina Y1 - 2018 UR - http://hdl.handle.net/11396/5481 PB - Universidad La Gran Colombia AB - The interest of the following work lies in analyzing school and family processes that can contribute to the development and strengthening of skills related to geographical location within the city in the students of the José Francisco Socarrás school, because a large part of the population Student who finishes his school stage presents difficulties to move autonomously in it. The theory deals with the impact of the approach to real scenarios during the school training stage in the generation of significant experiences that contribute elements for life, in addition to the value of geography for the training process. Under a qualitative approach and a methodological design of phenomenological character, information is gathered and analyzed from three corners directly related to the problem: students, teachers and parents. This is to understand the perceptions and actions of everyone around the situation. It is concluded that, on the one hand, the educational institution does not provide the spaces and conditions that teachers consider fundamental for the strengthening of said abilities from the pedagogical act, the latter feeling that their possibilities to contribute in this process are very limited, and that In spite of the fact that parents lead their children to experiences of approaching the city, they do not seem to be sufficient actions to generate in them the capacity and autonomy necessary to move within it and be a protective agent of it. All of the above due to the fact that the objective of these experiences does not converge in the fact that students recognize the city, but that they are limited to family fun and the approach to representative places, experiences that do not generate in the imaginary students related to culture, history and reality of the city ER - @misc{11396_5481, author = {Hernández González Angela Adriana and Mogollón Victorino Angela Liseth and Uzuriaga Useche María Cristina}, title = {Una mirada al proceso de desarrollo autónomo en la ciudad}, year = {2018}, abstract = {The interest of the following work lies in analyzing school and family processes that can contribute to the development and strengthening of skills related to geographical location within the city in the students of the José Francisco Socarrás school, because a large part of the population Student who finishes his school stage presents difficulties to move autonomously in it. The theory deals with the impact of the approach to real scenarios during the school training stage in the generation of significant experiences that contribute elements for life, in addition to the value of geography for the training process. Under a qualitative approach and a methodological design of phenomenological character, information is gathered and analyzed from three corners directly related to the problem: students, teachers and parents. This is to understand the perceptions and actions of everyone around the situation. It is concluded that, on the one hand, the educational institution does not provide the spaces and conditions that teachers consider fundamental for the strengthening of said abilities from the pedagogical act, the latter feeling that their possibilities to contribute in this process are very limited, and that In spite of the fact that parents lead their children to experiences of approaching the city, they do not seem to be sufficient actions to generate in them the capacity and autonomy necessary to move within it and be a protective agent of it. All of the above due to the fact that the objective of these experiences does not converge in the fact that students recognize the city, but that they are limited to family fun and the approach to representative places, experiences that do not generate in the imaginary students related to culture, history and reality of the city}, url = {http://hdl.handle.net/11396/5481} }RT Generic T1 Una mirada al proceso de desarrollo autónomo en la ciudad YR 2018 LK http://hdl.handle.net/11396/5481 PB Universidad La Gran Colombia AB The interest of the following work lies in analyzing school and family processes that can contribute to the development and strengthening of skills related to geographical location within the city in the students of the José Francisco Socarrás school, because a large part of the population Student who finishes his school stage presents difficulties to move autonomously in it. The theory deals with the impact of the approach to real scenarios during the school training stage in the generation of significant experiences that contribute elements for life, in addition to the value of geography for the training process. Under a qualitative approach and a methodological design of phenomenological character, information is gathered and analyzed from three corners directly related to the problem: students, teachers and parents. This is to understand the perceptions and actions of everyone around the situation. It is concluded that, on the one hand, the educational institution does not provide the spaces and conditions that teachers consider fundamental for the strengthening of said abilities from the pedagogical act, the latter feeling that their possibilities to contribute in this process are very limited, and that In spite of the fact that parents lead their children to experiences of approaching the city, they do not seem to be sufficient actions to generate in them the capacity and autonomy necessary to move within it and be a protective agent of it. All of the above due to the fact that the objective of these experiences does not converge in the fact that students recognize the city, but that they are limited to family fun and the approach to representative places, experiences that do not generate in the imaginary students related to culture, history and reality of the city OL Spanish (121)

Abstract

El interés del siguiente trabajo radica en analizar los procesos escolares y familiares que pueden contribuir al desarrollo y fortalecimiento de las habilidades relacionadas con la ubicación geográfica dentro de la ciudad en los estudiantes del colegio José Francisco Socarrás, debido a que una gran parte de la población estudiantil que termina su etapa escolar presenta dificultades para desplazarse autónomamente en ella. Desde la teoría se aborda el impacto que tiene el acercamiento a escenarios reales durante la etapa de formación escolar en la generación de experiencias significativas que aporten elementos para la vida, además del valor de la geografía para el proceso de formación. Bajo un enfoque cualitativo y un diseño metodológico de carácter fenomenológico, se acude y analiza la información proveniente de tres esquinas directamente relacionadas con la problemática: los estudiantes, los docentes y los padres de familia. Esto para comprender las percepciones y el actuar de cada uno alrededor de la situación. Se concluye que, por un lado, la institución educativa no provee los espacios y condiciones que los docentes consideran fundamentales para el fortalecimiento de dichas habilidades desde el actuar pedagógico, sintiendo estos últimos que sus posibilidades de aportar en este proceso son muy limitadas, y que, a pesar de que los padres de familia conducen a sus hijos a experiencias de acercamiento a la ciudad, parecen no ser acciones suficientes para generar en ellos la capacidad y autonomía necesarias para movilizarse dentro de ella y ser un agente protector de la misma. Todo lo anterior debido a que el objetivo de estas experiencias no confluye en que los estudiantes reconozcan la ciudad, sino que se limitan a la diversión familiar y el acercamiento a lugares representativos, experiencias que no llegan a generar en los estudiantes imaginarios relacionados con la cultura, historia y realidad de la ciudad

Abstract

The interest of the following work lies in analyzing school and family processes that can contribute to the development and strengthening of skills related to geographical location within the city in the students of the José Francisco Socarrás school, because a large part of the population Student who finishes his school stage presents difficulties to move autonomously in it. The theory deals with the impact of the approach to real scenarios during the school training stage in the generation of significant experiences that contribute elements for life, in addition to the value of geography for the training process. Under a qualitative approach and a methodological design of phenomenological character, information is gathered and analyzed from three corners directly related to the problem: students, teachers and parents. This is to understand the perceptions and actions of everyone around the situation. It is concluded that, on the one hand, the educational institution does not provide the spaces and conditions that teachers consider fundamental for the strengthening of said abilities from the pedagogical act, the latter feeling that their possibilities to contribute in this process are very limited, and that In spite of the fact that parents lead their children to experiences of approaching the city, they do not seem to be sufficient actions to generate in them the capacity and autonomy necessary to move within it and be a protective agent of it. All of the above due to the fact that the objective of these experiences does not converge in the fact that students recognize the city, but that they are limited to family fun and the approach to representative places, experiences that do not generate in the imaginary students related to culture, history and reality of the city

URI

http://hdl.handle.net/11396/5481

Collections

Especialización en Pedagogía y Docencia Universitaria [124]