Examinando por Autor "Salgado Bocanegra, Camilo"
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Ítem Una caja de herramientas, en la exploración de la enseñanza de la Lengua Castellana, en las aulas hospitalarias HOMI y Juan N Corpas. Una propuesta desde la inclusión educativa(Universidad Distrital Francisco José de Caldás) Rodríguez Alonso, Sharon Nicolle; Neva Diaz, María Fernanda; Salgado Bocanegra, Camilo; Salgado Bocanegra, Camilo [0000-0002-7449-4854]This research work presents an approach in the construction of didactic, diverse, and inclusive resources, initially intended for the area of Spanish Language, but with its implementation, gave room for the development of interdisciplinary projects, from skills such as orality, writing and reading. This being implemented in the HOMI and Juan N. Corpas Hospital Classrooms in the city of Bogota, where the project was motivated by the blind and low vision population present in them. As a result of the research, socialization, contextualization, and adaptation work along with the students, the resources presented themselves as useful in context of diversity on the classroom, without any exclusivity to the population which it was intended for. Whereas these resources give the opportunity of visibility and awareness of the difference.Ítem Fortalecimiento de la participación democrática a través de la educación emocional en poblaciones con necesidades educativas especialesAranzales Morales, Luisa Fernanda; Salgado Bocanegra, Camilo; Salgado Bocanegra, Camilo [0000-0002-7449-4854]This work describes the result of the deepening and incorporation of education emotional in the curricular mesh of the Republic of China school as a regulator, space of reflection and self-criticism with third, eighth and tenth grade students. This work allows us to demonstrate the importance of considering emotional education as a framework between the projection of critical pedagogy, the importance of democratic participation, tools that are proposed for popular education resulting in the incorporation of workshops that are based on the recognition of the body and its projection for the future of the life, recognition and importance of the remaining subjectivities that surround the student, the use and implementation of localization and body mapping to generate a dictionary emotional that guides the teacher, the guardians and the rest of the student community in the perception that visually impaired students have of the world and emotions demonstrating that this must be a transversal axis of the educational process so that there is a permanent interdisciplinarity, understanding how this incorporation is essential for the cognitive process which allows the comprehensive development of children's personalities