Examinando por Autor "Borja Orozco, Mirian Glidis [0000-0003-1302-2690]"
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Ítem Ambientes de aprendizaje para la formación de profesores que acogen la diversidad y la diferenciaCalderón, Dora Inés; Borja Orozco, Mirian Glidis; Quitián Bernal, Sandra Patricia; Rojas Álvarez, Gloria; Bonilla Estévez, Martha; León Corredor, Olga Lucía; Romero Cruz, Jaime Humberto; Gil Chaves, Diana; Sánchez Acero, Alejandro; Castro Cortés, Claudia; Torres Puentes, Elizabeth; García Martínez, Álvaro; Hernández Barbosa, Rubinsten; Molina Vásquez, Ruth; Briceño Castañeda, Sergio; Vera Rey, Elkin Adolfo; Castiblanco Martínez, Marisol; Martínez Rodríguez, Fernando; Guevara Bolaños, Juan Carlos; Medina Pulido, Giovanna Patricia; Gil Chaves, Diana [0000-0003-3872-1105]; Calderón, Dora Inés [0000-0003-1187-6668]; Borja Orozco, Mirian Glidis [0000-0003-1302-2690]; Quitián Bernal, Sandra Patricia [0000-0002-4405-8672]; Rojas Álvarez, Gloria [0000-0002-1232-5115]; Bonilla Estévez, Martha [0000-0002-9694-0325]; León Corredor, Olga Lucía [0000-0003-4373-8630]; Torres Puentes, Elizabeth [0000-0002-3642-0571]; Hernández Barbosa, Rubinsten [0000-0002-5595-5344]; Molina Vásquez, Ruth [0000-0001-5416-7568]; Briceño Castañeda, Sergio [0000-0001-8480-8274]; Vera Rey, Elkin Adolfo [0000-0003-3861-5142]; Castiblanco Martínez, Marisol [0000-0003-0071-6052]; Martínez Rodríguez, Fernando [0000-0002-2016-0787]The publication Learning environments for teacher training that embrace diversity and difference proposes to the community of teacher trainers, engineers interested in education and the educational community in general, an alternative to configure didactic environments in which they are linked designs that promote training that embraces diversity based on accessibility criteria and through the use of synergies between technologies. The purpose of this work is to contribute to the construction of guidelines for the understanding and implementation of design conditions and validation of didactic scenarios for the training of teachers, in different areas of knowledge, in and for diversity. This, as a contribution to the generation of teacher training proposals, welcomes diversity and difference.Ítem Descubre tu ritmo : diseño de ambiente de aprendizaje accesible y afectivo para la creación de experiencia estética en música en niños de 5 a 6 años en aulas regulares que acogen población con trastorno del espectro autista (TEA).Saldaña Montoya, Angie Tatiana; Borja Orozco, Mirian Glidis; Calderón, Dora Inés; Calderón, Dora Inés [0000-0003-1187-6668]; Borja Orozco, Mirian Glidis [0000-0003-1302-2690]This research project responds to one of the curricular references postulated by Calderon (2014) which encourages “to provide elements for the training of teachers in a context that demands the attention of ED (educational needs) and integrating in this process the meaningful use of ICT (information and communication technologies)” (p.13). To this extent, the current project makes use of the design-based methodology proposed by Donolo and Rinaudo (2010) based on the didactic hypothesis: Musical expression from the soundscape favors sensitization and rhythmic perception as an aesthetic experience and the affective bond with one's own body. and with the other. Thus, an Affective and Accessible Learning Environment was designed in order to promote an experience in music in which girls and boys with or without autism spectrum disorder can participate. The compendium of tasks and activities proposed below result in the didactic unit "Discover your rhythm" "Workshop on exploration and body rhythmic expression".Ítem Juego, actúo y comunico: Diseño de ambiente de aprendizaje accesible y afectivo para la creación de experiencia estética en lenguaje en niños en aulas regulares que acogen población con trastorno del espectro autista (TEA)Morales Rodríguez, Angie Carolina; Borja Orozco, Mirian Glidis; Borja Orozco, Mirian Glidis [0000-0003-1302-2690]This research work arises from the need to apply the knowledge acquired on aesthetic experience in language and art in a learning context of welcoming diversity in childhood, without neglecting the importance of creating learning environments with accessibility and affectivity such as the interests of the inter-institutional project has been shown it and which this research and innovation work is attached. Hence, the purpose of propitiating a scenario of aesthetic experience for children with ASD in inclusion whose didactic hypothesis proposes that: Dramatic game in first cycle children strengthens body language awareness, favors communicative and emotional expression encourages creativity and recognition of the other. Therefore, an Accessible and Affective Learning Environment has been designed in order to promote the aesthetic experience through different dramatic games in which third grade children participate. The set of games and activities proposed result in the didactic unit entitled Doing like as if.Ítem Literatura infantil y juvenil colombiana: problemas, tendencias, obras y autores (1990-2012)Borja Orozco, Mirian Glidis; Alonso Galeano, Nelson Arturo; Borja Orozco, Mirian Glidis [0000-0003-1302-2690]; Alonso Galeano, Nelson Arturo [0000-0003-2172-1408]In Colombia, there are authors and works that describe children's and youth literature (LIJ), whether from the idea of adaptation for children and young people of “great literature” books for adults, or literature written for these populations. or literature that children and young people appropriate for themselves, based on the recommendation of an adult or from social networks and the mass media. Starting from the question: what are the problems, trends, authors and most representative works of Colombian children's and youth literature in the last twenty years? and with the interest in accounting for the evolution of Colombian literature and the place that the LIJ has been forging in it, this book presents the result of an investigation that investigated issues such as the concepts of children's and youth literature, the representations of child and young people as reading subjects, the place of the LIJ in the constitution of the canon of Colombian literature, and periodization within the framework of problems and trends of the Colombian LIJ, between 1990 and 2012