Una mirada al proceso de desarrollo autónomo en 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