Examinando por Autor "Delgadillo Cely, Ingrid Sissy"
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Ítem Buen vivir para ser y estar en comunidad con los niños y niñas de la categoría Sócrates de la Escuela bukaneros fútbol popularOyola Moreno, Wendy Dallana; Delgadillo Cely, Ingrid SissyIn the actual world, where the social relationships are permeated by the individualism, the consumerism and a separation with the nature is necessary to think in another way to live together, to remember the essential of mankind and the interconnection that exist between all that have life.That´s why, the interest of this work, is to favor construction of a community around the own “good living”, whit the boys and the girls of the Socrates´category of the Soccer School Bukaneros Futbol Popular, thinking of the subjects that learn in communion, breaking whit the dichotomy man-nature. In that way, it is intended that the boys and girls through the criticism and reflection consolidate their own good living with the stablishment of principles and values such as care, territory, common and the criticismof Neoliberalism and the alternative of good living that allow the constitution of the community. Acknowledging with it the power of the childhood and their way of dealing with the problem of the disarticulation of the social fabric.Ítem Un camino hacia la armonía con la naturaleza, trazado desde el reconocimiento de los saberes populares que han construido los niños, niñas y adolescentes, en torno a las plantas medicinales.Garzón Bejarano, Claudia Milena; Enríquez Menjura, Laura Valentina; Delgadillo Cely, Ingrid SissyThis research project was based on the value of consolidating a harmonious relationship between nature and children and adolescents (NNA), participants in the construction of the process, due to: the problems found in the contexts inhabited by them, as the product of an unbalanced, anthropocentric relationship between human beings and nature, which in addition to the local environment, converges in national and global dimensions; the perspectives of detachment, unconcern and supremacy that they manifested during the first pedagogical sessions; and the understanding of nature promoted by the subject "Natural Sciences", only from scientific knowledge. The latter, by expressing a rejection towards the inclusion of popular knowledge, built from the everyday life of children and adolescents, in the understanding of nature, denoted the validity of the abysmal thinking referred to by Santos (2009) and, in view of this, prompted the exploration that, according to the interests of the members of the child population, ended up installing the popular knowledge around medicinal plants as a pedagogical mediator from which pedagogical strategies were structured, aimed at contributing to a harmonious relationship with nature and, at the same time, to a harmonious relationship with nature, ended up installing popular knowledge about medicinal plants as a pedagogical mediator from which pedagogical strategies were structured, aimed at contributing to the harmonious relationship with nature and, in turn, in the recognition of popular knowledge as a field that, despite being different from the scientific one, is equally valid.Ítem Cartilla pedagógica virtual: “Acuainvestigadores: redescubriendo el valor del agua”Alonso Garibello, Laura; Cortés Pérez, Angely Liseth; Cruz Martínez, Angie Lorena; Delgadillo Cely, Ingrid SissyThis work of Creation - Interpretation has as its purpose the design and development of a pedagogical support material, in the format of a Virtual Pedagogical Primer (VPP), which consists of a user manual and four (4) modules that contain hypermedia elements, authorized raising students' awareness of water issues, through knowledge dialogue, contextualized teaching and scientific attitudes of curiosity and critical reflection. This project was carried out, taking into account two (2) variables, first of all, distance and remote education due to the global situation of the COVID-19 virus pandemic. Secondly, the development of the VPP-Acuainvestigadores contains an enriching learning process for the students through the dialogue of knowledge, given that they are pedagogical strategies that promote significant learning, through contextualized teaching, of In this way, it will promote the construction of knowledge based on the recognition of different perspectives on water, regarding its meaning, problems and care actions.Ítem Empoderamiento colectivo a partir de procesos de participación: una propuesta pedagógica basada en el autoconcepto y la autoestima de los niños y niñas de la YMCA y el CharquitoAlejo Amaya, Giselli Yeraldine; Espitia Sierra, Mariana; Delgadillo Cely, Ingrid SissyA pedagogical and investigative process is carried out whose purpose is a specific contribution to childhood, recognizing their ability to transform themselves through their development, starting with the factors of self-esteem and self-concept, so that in this way their capacities and capacities are strengthened. that collective empowerment is carried out that contributes to their projection of life and also to their participation.Ítem El fortalecimiento de la memoria cultural para la construcción de vínculos armoniosos con el territorio en el grado tercero de la IED Pradilla, sede Luis Carlos Galán SarmientoMosquera Vargas, Lina Paola; Martínez Rodríguez, María Fernanda; Delgadillo Cely, Ingrid SissyThe current dynamics of the world have been increasingly influenced by the developmentalist and consumer approaches that globalization has brought with it, influencing the ways of relating to all spaces and beings on earth, with rural areas being the most affected by the transformations of their cultures that are characterized by close links with nature. For this reason, it is necessary to think about how to resignify the ways of living in community, strengthening the cultural memories of the smallest of the community in the Pradilla Departmental Educational Institution, Luis Carlos Galán Sarmiento headquarters, in order to enhance the identities peasants of boys and girls and protect the ways of being and being in rural territories. In this way, it is intended that boys and girls, through the recognition of the geographical, social and cultural territory, establish reflections focused on the ideals of good living with the appropriation of the forms of care and protection of all beings on earth. , making evident the cultural and ancestral memories of the peasant communities, from the valuation of narrations, games and experiences of past generations.Ítem Habitar el territorio en tiempos de pandemia; un contraste entre la presencialidad y la virtualidadRojas Castañeda, Ingrid Xiomary; Patiño Silva, María José; Delgadillo Cely, Ingrid SissyThis research project aims to recognize the previous knowledge and ways of inhabiting the territory of children participating in the formative practice of the Nature, Memory and Power line. This practice was developed with two populations; first, with the children of the YMCA La Victoria branch, with whom we worked in person, in a period of time of two academic semesters (2019-1 and 2019-lll) and a second moment was carried out virtually, with children convened through different digital media, this virtual modality had the same duration as the previous one (2020-1 and 2020-lll). Now, it is important to mention that the change of modality, from face-to-face to virtual, occurred due to the health emergency caused by COVID 19, which, as everyone knows, caused the face-to-face dynamics to transform and begin to take place virtually, evidently the academic spaces did not escape this reality, and therefore the academic practice took a turn, which beyond representing an obstacle, made possible a vision from two different perspectives of understanding and inhabiting the territory. In this order of ideas, the present pedagogical and research project was based on the children's previous knowledge about the territory, and from there, pedagogical interventions aimed at favoring and making this knowledge more complex began to be carried out, due to the fact that the boys and girls, This was a bit problematic, since it generated ignorance of the implications that the territory had in their formation as subjects, and therefore did not allow a mutual construction between subject and territory. Regarding the methodology used for the development of the project, action research was used, since it allowed the process to be developed from immersion, that is, the role of the researcher was not located outside the process, purely as an observer, but on the contrary, he had a participating role within it. In addition, experiential learning was used, since it favored experiences to enhance the construction of knowledge, which was very relevant, since the pedagogical interventions were guided by the children's experiences and previous knowledge of the territory. Accordingly, the children's previous knowledge about the territory became more complex, since they were able to recognize the importance of social relations and interaction in the construction of the territory, i.e., their knowledge about it was expanded based on the importance given to the relations that are interwoven there, and in this sense, they began to recognize the possibility of intervening in the territory, taking care of it and transforming it. In addition, a contrast was made between the previous knowledge about the territory of the on-site children and that of the virtual children, which was later taken up again to show the complexity and construction of the children's knowledge about the territory.Ítem Taller de creación, una posibilidad de formación para agentes educativos y/o madres/ padres comunitarios de las modalidades comunitaria, familiar e institucional del Instituto Colombiano de Bienestar Familiar -ICBFMartínez Fonseca, Kelly Johana; Delgadillo Cely, Ingrid SissyThis report arises from the experience lived as an intern of the Degree in Child Pedagogy of the UDFJC in the Fontibón zonal center of the Colombian Institute of Family Welfare, based on an agreement established between both institutions, which consisted of pedagogical training for 384 hours from different activities such as accompaniment, pedagogical advice to educational agents in the zonal center, in particular to three service units through a pedagogical project based on creation workshops under the possibility of contributing to the training of educational agents of the modalities community, family and institutional ICBF. The latter through a pedagogical project from which spaces were generated that allowed ICBF educational agents to qualify their pedagogical work, collective reflection and the experience-experience of the guiding activities for early childhood. In accordance with the above, this document initially presents a contextualization based on the definition of the ICBF and its care modalities, later the generalities of the internship are presented, taking up the agreement carried out between the Francisco José de Caldas District University and the Instituto Colombian Family Welfare, also defining the activities developed among them the pedagogical project, which consisted of the reflexive transit of educational agents and a community mother through creative workshops based each on the guiding activities for early childhood and the first in its teaching task entitled being a teacher, (play, art, literature and exploration). This means that in each of the units five workshops were held, culminating in 15 in total. Finally, the results achieved are evaluated and a general reflection is made.