Examinando por Autor "Sandoval Guzmán, Betty"
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Ítem Acompañamiento y apoyo a la comunidad educativa de los colegios oficiales del D.C. en la consolidación de la reorganización curricular por ciclos : el desarrollo socioafectivo en ambientes de aprendizaje en los ciclos 1 y 2 en la perspectiva de la reorganización curricular.Beltrán Sandoval, Andrea Carolina; Mora Mora, Kelly Johana; Villalobos Oyola, Mónica Paola; Sandoval Guzmán, BettyThis is a report of internship extension which analyzes and reflects on the influence and importance of social and emotional development in learning environments for children of cycles 1 and 2 from the perspective of curricular reorganization cycles through interventions in some educational institutions district of Bogota , making a pedagogical work through workshops , according to comply with the 3091 inter- contract between the District Department of Education and the University Francisco José de Caldas .Ítem Aportes pedagógicos del trabajo cooperativo a la construcción de cultura de pazGarcía Poche, Yeny; Sandoval Guzmán, BettyCompetitiveness and individualism as a way of inhabiting the school was one of the main reasons to bet on a pedagogical proposal that contemplated a different organization of the learning processes, this way Pazamanos emerges, a pedagogical bet built from cooperative work and artistic languages as central tools to contribute from teaching to building a culture of peace, as a scenario and a way of relating where the existence of conflicts is recognized and it is possible to coexist through the presence of conflicts. Methodologically this research was built on the parameters of research-action framed in qualitative research and was developed thanks to the collaboration of girls and boys from first and second primary IED Juan Lozano y Lozano located in the town of Suba in the city of BogotaÍtem Aprendiendo a vivir juntos: Experiencias sensibles como estrategia pedagógica para la construcción de convivencia en el aulaValero Trujillo, Kimberlly; Sandoval Guzmán, BettyThis document deals with the research carried out by a student of the curricular project of the bachelor's degree in Children Pedagogy, of the Universidad Distrital Francisco José de Caldas about the question of how to develop the learning of coexistence through the sensitive experiences with children of transición and primero (Pre-school and first year) of the IED Juan Lozano y Lozano, located in Suba in the UPZ 27 (Campanella neighborhood, in the sector of Pinar) through a process of pedagogical mediations carried out as workshops of four hours (Once a week). The development of each of the workshops within the pedagogical mediations was described in a field diary, to analyze each one from a qualitative approach based on the action research modality and later to systematize the experience evidencing that the results of the same will show if it was acomplished to achieve the objectives set initially, responding to the question posed at the beginning of the investigation. Art as a sensitive experience managed to transform the dynamics in which, starting from the encounter with the other, boys and girls established more harmonious and humane relationships, giving way from the artistic to the strengthening of values such as respect and solidarity, also to the importance of working as a team, resolving conflicts, sharing, moving, feeling; dislocating the look to generate new ways of perceiving the world, of perceiving the other, of humanizing with that other to coexist in a peaceful way.Ítem El arte y la naturaleza como experiencia pedagógica en la primera infanciaRodríguez Rincón, Nicol Viviana; Guevara Velásquez, Carlos Santiago; Sandoval Guzmán, BettyThis document corresponds to the final report of the extension internship, carried out within the framework of the cooperation agreement for the development of academic internships and / or practices N ° 13732 of December 27, 2015, celebrated between the District Secretary of Social Integration (SDIS) and the Francisco José de Caldas District University (UDFJC). The execution of a pedagogical proposal was carried out through the different artistic experiences within two gardens, which were oriented by resignifying the art through awareness and care for nature, managing to generate pedagogical spaces in which children and girls explored and respected their surroundings, activities in which it was possible to promote empathy skills, teamwork, responsibility for green areas and respect for each other's facets. Therefore, the internship allowed interns to be linked to pedagogical challenges in the development of each activity.Ítem Asumiendo la diferencia cultural en la escuela. una experiencia en el colegio Orlando Higuita Rojas Sede B, grado terceroCristiano Rodríguez, Carol Jinneth; Marín Quiroga, Carolina; Sandoval Guzmán, BettyThe intention of this research has been the clarification and generation of other experiences and pedagogical strategies for working with children in the face of cultural differences in school. We have started from what happens in the school, especially in the Orlando Higuita Rojas (OHR) school, headquarters B, where it is recognized that cultural difference exists as a key element of institutional life, but there are no clarities on how to approach it, to provide to the children who provide a welcoming and supportive learning environment from different regions of the country or abroad, allowing them to interact, confident that in this city they can rebuild their lives in a respectful coexistence with difference. Different authors turn to understand from the theory, the phenomena that are established in the school, for this a conceptual path is drawn, understood by the definition of culture, school culture, social culture, cultural difference and intercultural pedagogy. It is imperative for education, the healthy coexistence in the school and the reinforcement of the integral development of the boys and girls who inhabit our classrooms, rethinking education and school on the horizon of cultural difference that inhabits us, this being the challenge to teachers and educational institutions. The dynamics of societies are increasingly changing, more specific, the school requires thinking, researching and acting to build educational proposals in line with the uncertainty of the times we live and the challenges that are proposed to us. In this sense, the construction of intercultural pedagogies that address both the curriculum and daily life in school spaces from the recognition of cultural difference, is a possibility to give way to another school.Ítem Desarrollo socio afectivo en ambientes de aprendizaje de la reorganización curricular por cicloGuerra Nossa, Karen Lisseth; Vanegas Puentes, Diana Marcela; Sandoval Guzmán, BettyThis inform is called social-affective development in learning environments of the curricular reorganization cycle which was done with the “support given to the educative community of oficial schools of the district in the consolidation of curriculum reorganization” which we as participants intervene through exercises and activities by using pedagogical strategies in learning environments where students and teachers handle other forms of teaching - learning with the intention could give a new approach to the curriculum, therefore we worked with actions of pedagogical issue which contributed to mantain the structure of the work in an articulated way and coherent by means of contributing in girls and boys’ life Project .Ítem Educación popular en perspectiva de género: caracterización de la propuesta de educación de mujeres adultas liderada por el movimiento popular la sureña en la Localidad de BosaTorres Rivera, Angela Lizeth; Rincón Romero, Jorge Alexander; Sandoval Guzmán, BettyPopular Education in Perspective In Gender Characterization of Proposed Adult Education for Women led by the People's Movement in Southern Bosa The present study sought to characterize the constituent elements of the proposed adult education women located in the town of Bosa, who led the popular movement the Southern, betting on a popular education process with a gender perspective. In this sense, it is a collaborative action research, which includes the results were analyzed in space during the year 2014/2015, a period in which we committed not only to support the proposal and look at it from outside, but also to participate directly from our contributions as educators and researchers. In this way, the center interest in EP and notions of gender, research also identified the points of contact and tension in the proposal and eventually characterize learning that promotes the same in the various actors involved in it. This support allowed an ongoing collaborative process, coordinating efforts, which led us to achieving learn a methodology of communication and shared action. Constituted a true dialogue of knowledge, and not a mere exchange of information, not a mere uncritical consent of the statements of others, but a search of shared understanding, which is able to produce processes of awareness and empowerment among everyone involved this experience.Ítem Educación sensorial: explorando el mundo a través de mi cuerpoNumpaque Valencia, Ximena Alexandra; Sandoval Guzmán, BettyThe internship dealt with in this report was carried out at the Suba Kindergarten for 384 hours, as stipulated in agreement 038 of July 28, 2015, which defines it as a modality of undergraduate work to opt for the degree undergraduate at the Francisco José de Caldas District University. During the internship, a series of workshops were organized in a didactic sequence aimed at generating sensitive experiences through art and sensory education in boys and girls aged 6 to 12 months at the maternal ward level 2.Ítem La exploración de los lenguajes expresivos en la primera infancia potenciada por la sensibilización perceptiva del medioPlazas Guarín, Karol Lilia Paola; Sandoval Guzmán, BettyThis report is the systematization of the experiences that as intern were obtained during this first working world immersion, and it is the product whitch shows the following pedagogical proposal “the exploration of expressive languages in early childhood powered by the perceptual sensibilization of environment" it was developing during 2019 I period in the framework of the inter institutional relationship between the Secretaría Distrital de Integración Social (SDIS) and the Universidad Distrital Francisco José de Caldas in the kindergarten SDIS Suba with the level of walkers 2, as a modality to opt for the degree of Bachelor in Child Pedagogy.Ítem La huerta como experiencia pedagógica en la primera infanciaMorales España, Angie Natalia; Pérez Marroquín, Ximena Alexandra; Sandoval Guzmán, BettyThis internship report is a product of the reflection that arises from the pedagogical intervention carried out in the Suba kindergarten of the Secretaría Distrital de Integración Social in conjunction with the children pedagogy's degree of the Universidad Distrital Francisco José de Caldas about how the art, literature, playing and emotions can contribute positively to the construction of notions that boys and girls have of nature in the institution.Ítem Informe final pasantía: Empoderando a los adolescentes y jóvenes sobre el derecho a la educación para el acceso y la permanencia en el sistema educativo distrital. Implementación del proyecto de distrito joven en el componente de prevención desde la ruta de oportunidades juvenil.Gaitán Carranza, David Fernando; Sandoval Guzmán, BettyThis document corresponds to the final report of the internship that was carried out for a period of four months in the subdirectorate for youth under the District Department of Social Integration, where the young district project is attached; the work developed demonstrates the implementation of the young district project in the prevention component from the youth opportunities route. The internship is intended to apply to the degree of bachelor of child pedagogy, Francisco José de Caldas District University.Ítem El juego bélico en la primera infancia : una aproximación desde las narrativas de maestras en cinco jardines infantiles de las localidades Antonio Nariño y Puente ArandaBuitrago Quiroga, Leidy Katherine; Sandoval Guzmán, BettyThis qualitative study seeks to reflect on the narratives around the war game of a teachers group, taking into account categories such as: The place of play in child development, teaching role, symbolic play and war game, approached from the experience experiential, embodied in narratives through focus group and semi-structured interviews; based on the voice of teachers in both fundamental pedagogical agents in the development of social skills of children in five kindergartens official sector of Bogota. also seeks to problematize the war game as a category of study and analysis of teaching work and child development, contributing elements to the discussion on the relationship between play and culture. Finally, a series of recommendations to educators agents (teachers, family members, caregivers or guardians) about the approach of war game and dynamics for enhancing the skills of children, serving as a guide for future investigations established about the topic.Ítem El juego en las relaciones de amistad de los niños y niñas de educación preescolar del Colegio Distrital Juan Lozano y LozanoMedina Jiménez, Diana Paola; Meneses Talero, Mariana Carolina; Sandoval Guzmán, BettyThe role of the game becomes very important in early childhood, is an innate activity to the subjects that manifests from the first months of life to adulthood; he plays a vital part in the relations with the world of people and the outside world, children discover their bodily abilities and the characteristics of the world through constant interactions with objects. However, despite the importance of the game in the initial stage of life, adults ignore the contribution to the integral development of childhood.Ítem Los juegos tradicionales en la escuela: Influencia en la construcción de identidad culturalRodríguez Ramírez, Leidy Marcela; Barreto García, Mayra Alejandra; Sandoval Guzmán, BettyThis is a qualitative research and seeks a reflection on the influence of the traditional game in the school context, generating a proposal in order to transform the perspective is the game at school, because the playful, although it is recognized as a possibility of free, creative and pleasant learning is not practiced in this way as often as the dynamics of formal education offered by the institution. Parallel to the contact with boys and girls, there is evidence of the absence of traditional games as well as the lack of knowledge of these, as it is related, the increase of the pretension of teachings for those who practice in the daily life of the school and make possible in the students recreational encounters that contribute to the construction of their cultural identity.Ítem La literatura infantil como experiencia sensible en el reconocimiento del cuerpo propio y del otro en primera infanciaCardozo Ramírez, Alexia Mayerly; González Galindo, Angela Catalina; Sandoval Guzmán, BettyThis internship report document describes the experience under the labor practice framework in agreement between the District Secretariat of Social Integration and the Francisco José de Caldas District University in the academic period 2019-1.Ítem Un lugar para crear y crecer. Los rincones de trabajo en la educación inicialFernández Herreño, Elizabeth; Sandoval Guzmán, BettyThis is a formative experience that favored the approach of interns to the contexts of early childhood education from the assembly process of a kindergarten in the parameters imposed by the guidelines and quality standards for private institutions providing the education service initial, from the perspective of integral attention to childhood and preschool education in Punjab , likewise , full participation in the design and development of educational experiences.Ítem Maestras, niños y niñas sentipensantes. El lugar de la emocionalidad en la escuela.Muñoz Salazar, Yeimy Liliana; Flórez Rincón, Sandi Karina; Sandoval Guzmán, BettyThe present research begins with the reflection on the role of the undergoing training teachers and their pedagogical practice on the configuration of "feelthinker" subjects. Thus, analyzing the pedagogical relationships woven in the classroom, throught diverse learning environments given to the children. These scenarios allow to rethink the job of the teachers to establish an emotional pedagogic climate where the students are considered co-subject what it means, a participant and contructor in school life.Ítem Notiapuntes interactivo para la primera infanciaCamacho García, Laura; Tuta Mahecha, Diana Caterinne; Sandoval Guzmán, Betty; Sandoval Guzmán, Betty [0000-0002-3325-6876]In the following internship work, the process carried out in the Bosa Zonal Center of the Instituto Colombiano of Bienestar Familiar (ICBF) is evidenced, with the purpose of supporting and contributing to the pedagogical processes presented in each of the care modalities, guiding to strengthen and favor pedagogical, safe and protective environments that guarantee the well-being of early childhood. In this sense, a pedagogical project was consolidated that would allow to gather and enrich the experience and pedagogical intentionality in the interaction with the boys and girls, in addition to this, the construction of an itinerant environment composed of pedagogical tools was consolidated to strengthen said processes. In this, three main phases are evident that allowed organizing and guiding the work proposal from a contextualized and coherent sense, which were: Context, where the ICBF work methodology is recognized through documentation and analysis of it; Foundation, which delves into governing activities, ICBF manuals and pedagogy authors; Creation and implementation of pedagogical tools such as stories, puppets, games, information tools and sensitive spaces arranged in the itinerant environment.Ítem Prácticas educativas y pedagógicas en la construcción de tejido social desde la agricultura urbana agroecológica : la experiencia comunitaria de los adultos mayores en la Corporación Casitas BíblicasPeréz Péréz, Carlos Andrés; Sandoval Guzmán, BettyThis research be oriented to analyze the pedagogical and educational mediations that make possible the construction of a social network and community organizations, of the elderly and their families through the agroecological urban agriculture in Casitas Bíblicas, located in the Rafael Uribe Uribe locality of Bogotá. In this sense a case study was developed, with a qualitative approach, in which five (5) urban farmers belonging to that community participated. The observation was used as data collection technique, and as an instrument the semi-structured interview. The data were analyzed following the principles of the Grounded Theory, which allowed configuring two emerging categories: Category 1: educational and pedagogical practices: and its dimensions: they were identified and analyzed in the garden, combined in two scenarios; one called itinerant encounter and another ecological walk. In addition, the role of the elderly was exalted. Category 2: Spirituality in the construction of social fabric, with its dimensions: narratives of sense, and proposed life sap that transcends the local context. On the basis of these categories the outcomes were presented, that show the identity constructions, the involvement of the elderly and their families, the transmission of knowledge from the practice of agroecological gardens and the production of collaborative processes that affect training of communitiesÍtem Prácticas educativas y pedagógicas en la construcción de tejido social desde la Agricultura urbana agroecológica : la experiencia comunitaria de los adultos mayores en la Corporación Casitas BíblicasPérez Pérez, Carlos Andrés; Sandoval Guzmán, BettyThis research be oriented to analyze the pedagogical and educational mediations that make possible the construction of a social network and community organizations, of the elderly and their families through the agroecological urban agriculture in Casitas Bíblicas, located in the Rafael Uribe Uribe locality of Bogotá. In this sense a case study was developed, with a qualitative approach, in which five (5) urban farmers belonging to that community participated. The observation was used as data collection technique, and as an instrument the semi-structured interview. The data were analyzed following the principles of the Grounded Theory, which allowed configuring two emerging categories: Category 1: educational and pedagogical practices: and its dimensions: they were identified and analyzed in the garden, combined in two scenarios; one called itinerant encounter and another ecological walk. In addition, the role of the elderly was exalted. Category 2: Spirituality in the construction of social fabric, with its dimensions: narratives of sense, and proposed life sap that transcends the local context. On the basis of these categories the outcomes were presented, that show the identity constructions, the involvement of the elderly and their families, the transmission of knowledge from the practice of agroecological gardens and the production of collaborative processes that affect training of communities