Maestría en Educación La Guajira

URI permanente para esta colecciónhttp://hdl.handle.net/11349/26728

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La música vallenata como elemento nemotécnico para la enseñanza-aprendizaje de las razones trigonométricas
Flores Peñaloza, Julio Rafael; Gordillo Thiriat, Wilson
This research work was developed with the objective of describing a teaching-learning process for the trigonometric ratios that link a musical mnemonics as a cultural practice, under the theoretical approach of Socioepistemology, which integrates philosophy of cultural experiences such as music. vallenata in the municipality of Urumita (La Guajira) to the teaching-learning process of students in a pleasant, motivated way and in this way mnemonics is taken as an alternative to easily remember some mathematical concepts. This qualitative work was framed within the paradigm of participatory action research, developing the phases of planning, action, observation and reflection, which allowed the description of the design, implementation and evaluation of musical mnemonics, giving rise to a sociological analysis. -epistemic research process. The study population was made up of adolescents whose ages range between 15 and 17 years, belonging to the tenth grade, with a sample of 15 students from the tenth grade, from the Urumita Agricultural Technical Educational Institution. The information was collected with the instruments of: teacher's field diary, talk with students, audio recording, video recording, semi-structured interviews, questionnaires, pre-test and post-test. At the end the conclusions are presented. With the implementation a musical mnemonics as a cultural practice, in the teaching-learning process of mathematics, it favored students to have a better disposition, better listening, more interest, more concentration and therefore an improvement in the academic part. At the same time, strengthen cultural customs and practices such as Vallenato music that represents the joy, enthusiasm and idiosyncrasy of a people eager to move forward every day.
Riqueza cultural y turismo étnico : una mirada intercultural desde la educación
Cuello Cuello, Jorge Javier; Moreno Lache, Nubia
This research is an exercise in reflection that aims to establish the link between geographical space, cultural wealth and ethnic tourism in the constitution of a cultural space from the educational context. Based on an intercultural education and with the aim of enhancing the practice of ethnic tourism that seeks social and community well-being. To this end, the cultural richness in the Camarones-La Guajira district was studied; The existing cultural elements and the set of manifestations of the intangible heritage of the ethnic communities settled in said locality are identified. Finally, the perceptions and assessments of the inhabitants of the sector are explored, with the purpose of understanding the meaning and value that they give to their natural and cultural space; all as a projection towards the development of ethnic tourism in the region. The general objective seeks to promote ethnic tourism and cultural wealth as an alternative for social and community development of high school students of the Luis Antonio Robles Rural Educational Institution in the township of Camarones, Riohacha-La Guajira. In coherence with the above, four specific objectives have been defined, proposed to achieve the macro objective: first, to characterize the ethnic and cultural wealth in the township of Camarones; second, identify tourist attractions; third, recognize the different practices of ethnic tourism as an alternative for social and community development for high school students of the Educational Institution. Finally, it is proposed to establish a pedagogical and training proposal in ethnic tourism for high school students of the Luis Antonio Robles Rural Educational Institution, in the Camarones corregimiento. The present investigation is structured from a qualitative study, the methodological resource is hermeneutics, applied from the characteristics of interpreting and understanding the facts, in order to reveal the reasons for human actions in space; The research considers contributions from the geography of tourism and its geographical horizon within the framework of humanistic geography.
Características del cambio y la variación asociadas al uso de recursos semióticos en la generalización de patrones figurales: una experiencia con estudiantes de grado octavo
Contreras Griego, Andres Alberto; Vergel Causado, Rodolfo
The following study documents the identification and description of the characteristics of change and variation associated with the use of semiotic resources that emerge in the productions of eighth grade students in generalization tasks on sequences of figural patterns. In this sense, it is approached through elements of the Theory of Objectification (Radford, 2006b, 2018a, 2020a) by means of a multimodal analysis of human thought (Radford, Edwards and Arzarello, 2009), where, based on them, three tasks of figural sequences were designed, created, adapted and implemented with aspects of the cultural context of the Guajiro people, such as weaving and corn cultivation. The analysis of the results shows the emergence of the use of semiotic resources of objectification through corporeal actions (indexical gestures, perceptual activity, rhythm and speech), mediated by written and spoken signs (key words and phrases, mathematical and alphanumeric symbols, linguistic resources, spatial, temporal and mode deictics), and artifacts (iconic figural representation of the weaving, tables and calculator), with which they identify the intervening variables thanks to the multimodal (multisemiotic) activity with the great richness and multiplicity of the coordinated and reduced use of not only cognitive but also physical and perceptual resources, through multiple forms of expression and representation and allows them to encounter characteristics of change and variation such as: (i) what changes and remains constant; (ii) recognition of variation; (iii) quantification of change; (iv) identification of intervening variables; (v) the field of variation or the universe of each variable; (vi) covariation relationships at the factual, contextual and symbolic level of generalization between intervening quantities as processes of objectification.
Prácticas de enseñanza : una propuesta de articulación con los saberes tradicionales en contextos educativos
Martínez Amaya, Alex Manuel; Rodríguez Pizzinato, Liliana Angélica
This research is an approach to the understanding of the traditional knowledge of students from sixth to ninth grade of schooling, in the Centro Etnoeducativo Rural Ballena - Barrancas - La Guajira, from their relationship with the teaching practices of teachers in differentiated educational contexts. For this purpose, the background is presented in relation to the documentary categories of the research referred to pedagogical practices, traditional knowledge and educational contexts. The conceptual structure that discusses the dialogue of knowledge in educational processes at the school level is also presented, and the importance of recognizing the value of the local cosmovision is raised. The cultural characteristics of the school from the teaching practice contribute to the proposal of some pedagogical orientations that make possible a change of discourse regarding the development of a contextualized educational praxis. The methodological design is based on the hermeneutic historical approach, seeking to interpret the internal motives in the teaching practices and their relationship with traditional knowledge; relying on educational ethnography as a method whose techniques correspond to the interview, observation, and documentary analysis. The instruments formulated refer to a questionnaire for the teachers, the drawing elaborated by the students and the registration form of institutional documents. The results show that it is not possible to separate the knowledge proper to the school context, therefore, it is important to insist on the dialogue of knowledge loaded with meaning, together with the official knowledge that in the school context could assume the school as a space of intercultural educational recognition and bridge towards the construction of a discourse and a transforming action of the teaching practices from the local knowledge.
Enseñanza de los ecosistemas y las relaciones entre sus poblaciones a través de la huerta escolar en el grado 6 de la Institución Etnoeducativa Rural Laachon Mayapo
Sánchez Jiménez, Keyla Zamira; Rojas Vanegas, Licelis Eleany; Melo Brito, Nadenka Beatriz
The teaching of science should be aimed at allowing the acquisition of knowledge about nature and understanding the relationships between populations that may occur in it, it is also necessary to take into account the students' previous knowledge about the topics related to in this fundamental area. Based on the fact that in the Laachon Mayapo Rural Ethnoeducational Institution, the science teaching process is carried out in a traditional way, sometimes without taking into account the students' previous knowledge that allows them to awaken their interest in learning science, which causes them to fail in the area and in some cases to drop out of school, this research raises the question: What pedagogical strategies will allow to approach the study of ecosystems to improve their teaching in the sixth grade of the Laachon Mayapo Rural Ethnoeducational Institution? With this research, it became evident that knowledge based on practice contributes significantly to the learning processes of students, but this construction of knowledge must be done in specific ways to the conditions inherent to the community or environment where it is applied. The use of the school garden as a pedagogical strategy allowed a better apprehension of knowledge and practices while maintaining a high level of interest in the students. Therefore, aspects such as interculturality and ethno-education were considered in order to generate greater value in the transmission of knowledge and in the pedagogical strategies used.
Artesanías Wayuu : mediaciones pedagógicas para preservar la identidad cultural y familiar en estudiantes de octavo grado del Centro Etnoeducativo No. 5 del Distrito Turístico de Riohacha- La Guajira
Epiayu Epinayu, Claribel; Magdaniel Rodriguez, Esleydis Lideth; Guzmán Munar, Margoth
As in all social groups, the family plays a fundamental role in the education of the Wayuu indigenous people, from which the cultural components that enrich this population are socialized, making their customs and traditions last over time through oral tradition. The research was oriented under the general objective of Analyzing the implicit mediation processes in the elaboration of Wayuu crafts to preserve the cultural and family identity of the eighth grade students of the Ethnoeducational Center No. 5 of the tourist district of Riohacha-La Guajira. It is conceived as a study framed in the interpretive paradigm of research, with a qualitative approach. It was developed under the ethnographic method with a qualitative-ethnographic design. The population under study is represented by an intentional sample of five (5) Wayuu indigenous families and two (2) teachers; All of these people are Wayuu Indians and residents of the Anaralito community with a lot of experience in the subject. To collect the information, the interview technique was used with the support of an interview script. In addition, under the ethnographic method of research, techniques and procedures for the analysis of information were used, aided by the grounded theory method and its information coding process (open, axial and selective), which allowed assigning meaning to the information provided, after categorizing, conceptualizing and relating the information with the support of graphics. The results revealed that the pedagogical mediations implicit in the process of artisanal elaboration refer to methodical and recursive sequential actions that focus their purpose on making known the transmission of the cultural legacy, craftsmanship as a source of economic sustenance and a tool to satisfy basic needs. Its characteristics include its invariable design, competition in the artisan market, the incorporation of innovative elements in its design and the training of artisans through vicarious learning (learning with others and from others). through communicative interaction with older Wayuu women, mothers, grandmothers and aunts, who have the responsibility of transmitting, orally, their customs and traditions. It was concluded that the pedagogical mediations associated with artisanal production represent an articulated mix of values where the aesthetic, the pedagogical, the historical, the cultural and the economic converge to keep the Wayuu tradition alive.
Un acercamiento a los procesos de objetivación que emergen en la actividad con el So'ula en torno al triángulo: una experiencia con estudiantes de grado sexto
Ochoa Mendoza, Mirza Milene; Pinzón Casallas, Wilson Jairo
This research animed to answer the question: ¿What objectification processes are mobilized by sixth grade students when they solve tasks with the So’ula around the triangle? of objectification that emerge in the activity with the So’ula around the triangle in sixth grade students, with this pretending that the students can review the most important elements of the triangles and their names. Regarding the theoretical elements used in the research, the Objectification Theory developed by Luis Radford is taken as a reference, the So’ula as a traditional artifact of the Wayuu culture, as well as other elements that Will help in the development of the theoretical process. The research process was developed at the Nuestra Señora de Fátima Etnoeducativo Institution and was approached under a qualitative, descriptive and interpretative approach, taking as a reference for its development the methodological structure proposed by Radford (2010). Through the analysis of the students’ activity, it was possible to identify and describe the semiotic means of objectification emerging around the triangle, which allowed us to answer the research question and determine the conclusions of the research process.
Trayectorias hipotéticas de aprendizaje del número y la amplitud articuladas con las prácticas de agrimensura y las prácticas ancestrales de los indígenas Wayúu
Ibarra Flórez, Meilis Elena; León Corredor, Olga Lucía
This research search to promote the learning of mathematics in rural educational institutions of the Guajira, and aims to characterize articulations between the practices of surveying and ancient practices of the indigenous Wayúu, from the design and evolution of the Hypothetical Learning Trajectories (HLT) of the number and amplitude. The hypotheses are based on the following categories: place-based education, place-based mathematics education, the Hypothetical Learning Trajectories of Clements and Sarama (2015), the natural number, the angular amplitude magnitude, surveying and the ancient practice of building sheepfolds. This research is based on an approach to teaching experiments, since the HLT of the number and angular amplitude magnitude was designed, articulating surveying practices with ancient practices; focusing on the construction of sheepfolds. Which were validated with sixth grade students, from the indigenous educational institution # 5, Pipamana headquarters, to be able to identify the real learning trajectories of each one. Likewise, this research was developed taking into account five phases, where the activities were established, the techniques and instruments for the formulation of relationships between the practices of Surveying and the ancient Wayúu practices. In the initial phase, empirical sources are highlighted, such as: that of cultural knowers, authorities, elders and members of some communities. The design of the HLT articulates 10 processes: 1) Subitization, 2) counting, 3) comparison, order and estimation, 4) addition and subtraction operations, (5) multiplication and division operations, (6) perception and identification of angular amplitude magnitude, 7) decision-making process, 8) construction of sheepfolds, 9) measurement of land and 10) drawing of plans. In relation to the results of this research, we emphasize the hypotheses for the Hypothetical Learning Trajectory, that links not only the aforementioned processes, but also sub-processes and indicators. The analysis was carried out previously and in retrospect of the activities of each level, in total there are 10 levels and the synthesis of the real trajectories of each of the students.
Sistema de ayaawata juyaawase (medida de longitud) desde los saberes propios wayuu
Epiayu Epiayu, Domiciano Víctor; Mancera Ortiz, Gabriel
AYAAWATA JUYAAWASE SYSTEM (LENGTH MEASUREMENT) FROM WAYUU OWN KNOWLEDGE This research on the system of ayaawata juyaawase (measurement of length) from Wayuu own knowledge provides important elements for Wayuu mathematical education in relation to strengthening the daily work of ethno-educators, since it seeks to take into consideration the fact of strengthening the community classroom project, in such a way that it contributes to the transformation of contextualized own content in the ethno-educational community in La Guajira. In particular, this work aims to "Characterize elements, in relation to the Ayaawata Juyaawase measurement system, that allow strengthening and validating knowledge of the Wayuu culture." In this circumstance, I consider that Ethnomathematics is and should be the spearhead for the promotion of the Ayaawata Juyaawase system (measurement of length) of the Wayuu from an intercultural vision. For its part, the methodological design based on Action Research and the qualitative study was supported by the (semi-structured) interview, allowing a group of four members of the Wayuu community, a cultural expert and three ethno-educators from the region to participate in this work. It should be noted that the four members were chosen taking into account the objectives of the project. The results show that the ayaawata juyaawase system provides units, instruments, techniques and its own language to promote reflections and approaches to the design of a social and cultural mathematics education.
El Ajaawajaa como elemento cultural del pensamiento métrico del grado sexto: el caso de la medida (Ayaawata)
Tello Mendoza, Libardo José; Martínez Magdaniel, Salvador Agustín; Camelo Bustos, Francisco Javier
The main purpose of this research work is to link a traditional game as a pedagogical strategy, starting from the research question: ¿What metric knowledge do the sixth grade students of the Ethno-educational institution Our Lady of Fatima develop by implementing the game Ajaawajaa as a pedagogical strategy in mathematics classes? Here we not only seek to find the metric aspects that the Wayuu use in the practice of the traditional game, but also to link it with their cosmogony, highlighting the importance for this people, the wise men and the elders as transmitters of knowledge and culture. This research is based on ethnomathematics, taking into account the contributions of D'Ambrosio (2014), where culture is taken as a main factor, based on this it is intended that students can make better use of the mathematics they are taught in school. In addition, Bishop (1999), with universal mathematical activities, is taken into account to support what refers to the game and measurement. Most of the data necessary for the development of the research were obtained through visits to indigenous communities or ranches, where ethnographic research instruments were used, such as: non-participatory observation, narratives and semi-structured interviews with the teacher and students. As for the teacher, a semi-structured interview was conducted, and the teacher's narratives were also taken into account. The data obtained were compared, obtaining as a result the existence of different instruments to make linear measurements, highlighting the units of measurement used by the Wayuu people, known as Ayaawata in Wayuunaiki or anthropomorphic measurements because they use parts of the body. At the end, a series of recommendations are proposed, which involve elements of the game and the context, as well as their own mathematics, so that the students have a better approach to measurement, through the use of different measurement instruments such as anthropomorphic measurements, which will allow them to think about mathematics within the school and their community.
Ciber etnografía del blog: Una comprensión de la cultura socioambiental mariaemmista.
Peñaranda Oñate, Lida Rocío; Moreno Lache, Nubia
The research carried out at the María Emma School located in San Juan del Cesar-Guajira seeks to recognize the use of the blog as a didactic strategy in understanding the Mariaemmista socio-environmental culture. The blog will serve as a socializing agent of UNESCO's Environmental Education for Sustainable Development (EADS) approach, the objectives of which establish comprehensiveness and interdisciplinarity as ways to face environmental problems. They are challenge-challenges for schools insofar as they involve community, municipal, regional and national entities in training on EADS. The study also contemplates the use of information and communication technologies (TIC´S) that allow inter-subjectivities between actors, agents and educational subjects for the development of the approach EADS and impact the school's areas of incidence. The objectives and antecedents of the work seek the emergence of categories such as EADS, Subjectivity and Social Interaction, Information and Communication Technologies (TIC´S) and Blog as Didactic Strategy. Virtual Ethnography was a methodological challenge that offered opportune virtual tools to the confinement that lives at the national level; Semi-structured virtual interviews were attended, a focus group and an observation was made to the Edublog. The analysis of the results revealed deepening-resignifying the use of the blog for ethical training in teachers, students, families, community organizations, local-municipal, attending to the interdisciplinary demands of the integration-participation of learning areas and social-economic-cultural environments of UNESCO.
Recurso educativo abierto desde un enfoque en Ciencia, Tecnología y Sociedad (CTS) para la enseñanza del uso de los recursos naturales en la Institución Educativa Rural Luis Antonio Robles del Corregimiento de Camarones de Riohacha D.T.C.
Suárez Bonilla, Jhon Jairo; Melo Brito, Nadenka Beatriz
This research was developed at the Luis Antonio Robles Rural Educational Institution, from the Camarones - Riohacha (La Guajira) district with thirty-five eleventh grade students in the afternoon, an educational proposal for a classroom based on development is presented. of an open educational resource, for teaching the use of natural resources with a focus on Science, Technology and Society. The research is based on a qualitative interpretive perspective with an ethnographic character, techniques were applied to collect data such as: observation, interview, review of documents and questionnaires; which allowed knowing the issues to take into account in the construction of the resource mediated by ICT, presented as an educational proposal to improve the teaching of science. This research was developed in four phases: (1) Exploration and baseline, (2) Analysis and design, (3) Development and application, (4) Results and interpretation. The result was the construction of an open educational resource on the Moodle platform, which included the selected topics around natural resources, according to the structure of a didactic unit that guided the organization of classroom activities. With the application of the resource, students' interest in science was awakened, valuing natural resources from a critical perspective related to STS.
Los saberes tradicionales gastronómicos como estrategia para el desarrollo del pensamiento histórico en los estudiantes del grado noveno de la Institución Educativa Roque de Alba ubicada en el municipio de Villanueva – la Guajira.
Daza Vega, Matilde Beatriz; Blanco Suárez, Jorge Orlando
This document collects the results of an investigation related to traditional gastronomic knowledge as a strategy for the development of historical thinking in ninth grade students of the Roque de Alba educational institution, located in the municipality of Villanueva - La Guajira. Its objective was to determine the contributions of the study of traditional gastronomic knowledge to the development of the historical thinking of the students. The methodology is framed in the qualitative approach, socio-critical paradigm and type of study Participatory Action Research (I.A.P), the observation, interview and survey techniques. The instruments applied were the field diary, the unstructured interview and the questionnaire. The results show that historical thinking can be enhanced from didactic strategies that bring students closer to their reality, since making use of local stories, customs and traditions allows an encounter with their history and culture, this makes it possible to change their perception of the subject conceiving it as something scientific and interesting that is part of their own reality. As a conclusion, it was obtained that historical thought is important for the understanding of reality, which can be achieved through the study of the context using methodological strategies such as gastronomy.
Representaciones semióticas sobre lo indeterminado en tareas de generalización de patrones: una experiencia con estudiantes de quinto grado de educación básica primaria
Mengual Barros, Steven Rafael; Martínez Pacheco, Víctor Darío; Vergel-Causado, Rodolfo
This research identifies and characterizes semiotic strategies used by fifth grade (5th) elementary school students to refer to the indeterminate in pattern generalization tasks with figural sequences. For this purpose, the theory of objectification is used as a cultural semiotic perspective that provides characteristic elements of algebraic thinking and algebraic generalization of patterns. Through the multisemiotic methodology that is associated to the exposed theory and that allows linking in the act of knowing other semiotic resources such as gestures, words, perceptual activity, among others, the methodological process is developed in four phases. For the interpretation of the data considering the variety of semiotic resources, is done a multimodal analysis, which takes into account not only the cognitive resources, but also the physical and perceptual ones. The results show that students use the semiotic strategy of articulating the spatial and numerical structures of the sequence through semiotic resources, and these are embedded in semiotic representations that account for the indeterminate and are linked to the use of operations at the concrete level.
Fortalecimiento del patrimonio cultural wayuu desde el turismo educativo comunitario
González Arias, Juan José; Silva Briceño, Orlando
The research is born, on the one hand, as a result of an observation process and questioning of teaching practice; and on the other hand, of an exhaustive bibliographical review on cultural heritage, wayuu cultural heritage and about the importance that it has in the educational context to exercise an activity such as tourism. In the first instance, the context and the problems to be investigated are described, which are the factors that hinder the participation of Wayuu students in pedagogical activities related to their cultural heritage. Next, taking into account the background, the problem question is formulated; the importance and relevance of the work and the importance and relevance of the work and the objectives are stated. Subsequently, the methodological route of the research work is proposed, specifying the sociocritical paradigm; the methodological strategy of educational action research; interview techniques, documentary research, mental mapping and tools for collecting data and information. Then, the theoretical referents are exposed, which from one perspective or another, offer contributions that help to contextualize the problem, to understand it, to interpret it and to analyze it. Finally, the chapters of results that account for the emerging categories resulting from the analysis of the information collected with the application of the different instruments are presented. In sense, the first chapter of results refers to pedagogical practices located in the Wayuu context; the second to the Wayuu school-student relationship; and the last, corresponds to the purposeful dimension of the research work on community educational tourism.
Promoción de la escritura de cuentos ambientalistas con estudiantes de grado octavo
Gámez Gámez, Catia Carina; Vargas Manrique, Pedro José
This research is developed at the Ethno-educational Center No 12 Muurai, located in the rural area of the Riohacha Tourist District, Department of La Guajira, Colombia, during the period 2021-2022; taking into account the educational context of elementary school students in the language area, mainly related to the need to encourage creative writing of environmental stories with eighth grade students from this ethno-educational center. The research was framed in a qualitative approach, derived from the Interpretative paradigm, through an Action Research methodological design. The results of the research allowed to establish that the implementation of a didactic sequence generated the strengthening of the writing and communication capacity of the students, in order to benefit their abilities to establish purposes and intentions that the writings must fulfill, attending to the needs of textual production in a given communication situation and related to its everyday context.
Estrategias pedagógicas para la enseñanza del concepto de saponificación a estudiantes de grado 11° de la Institución Educativa María Doraliza López de Mejía del Distrito turístico de Riohacha
Martínez Hernández, Ramón de Jesús; Melo Brito, Nadenka Beatriz
The present research work was developed in the María Doraliza López de Mejía Educational Institution of the Tourist and Cultural District of Riohacha (La Guajira) with thirty-five eleventh grade students, it is presented as an educational classroom proposal that aims to contribute to the improvement of the teaching of natural sciences (chemistry) and is based on the implementation of a series of pedagogical strategies of audiovisual, written, experimental - practical and oral type, for teaching the concept of saponification (soap formation reaction). This work is presented as an educational research from the pedagogy of the natural sciences under the interpretative qualitative perspective with an educational ethnographic character, some techniques were applied to collect information such as: the interview and the observation, which allowed to value the previous knowledge of the students, the selection of strategies and the evaluation of the impact of the application of these strategies as an educational proposal to improve the teaching of science. This research was developed in four phases: phase 1: exploration and diagnosis, phase 2: design of pedagogical strategies, phase 3: implementation of strategies and data collection, phase 4: analysis and interpretation of results. In conclusion, from the consideration of the cultural context of the students, their interests and concerns, it was possible to design pedagogical strategies that promoted the teaching of the concept of saponification in students of the 11th grade of the María Doraliza Educational Institution.
Practica pedagogica : una propuesta de inclusion y de interculturalidad
Salgado Contreras, Dairo Javier; Rodríguez Pizzinato, Liliana Angélica
This study seeks understand the pedagogical practices developed by the teachers of Juan Jacobo Aragon school at the basic primary level in relation to the cultural diversity present in regular classrooms. For this, the results of studies related to the categories of research objects such as pedagogical practices and actions in the classroom are presented in the background. The conceptual structure of the investigation addresses the relationship between intercultural education and inclusive pedagogical practices and the discussion on social inequalities and cultural diversity. The pedagogical practices for inclusive education contribute an explanation of classroom actions and the way in which cultural knowledge influences teacher training for the recognition of diversity in the school.
Actividades matemáticas fundamentales basadas en el entorno, desarrolladas por estudiantes Wayuu en tiempos de aislamiento por coronavirus.
Bermúdez Bravo, Francisco Antonio; Romero Rey, Julio Hernando
The research addresses the transgression of the own (Parra, 2018) through the curriculum and the proposed tasks, which does not intend to reject school mathematics, but to take into account the knowledge of the Wayuu's own mathematics, those that are immersed in their cultural practices. For this purpose, we intend to identify the possible mathematical activities related to the environment, which some students carry out in the development of the cultural practice of goat herding in the Wayuu Muurai community, in times of isolation due to coronavirus.
Habilidades de pensamiento matemático que se desarrollan en estudiantes del centro etnoeducativo # 15 nueva esperanza al integrar actividades de la huerta escolar en el aprendizaje de las matemáticas
Pimienta Acosta, Yemerson David; Camelo Bustos, Francisco Javier
The purpose of this research is to determine mathematical thinking skills developed by students from Centro Etnoeducativo # 15 Nueva Esperanza; by integrating activities of the school garden seen from the Wayuu worldview, in the learning of mathematics. This idea arose when identifying that the usual classes in the subject of mathematics failed to win the interest of the students and when observing that the results of the SABER tests did not exceed the minimum level of performance in the area in most of the students in the institution. Hence the need to investigate to understand what teaching and / or learning practices could provide strategies to propose a classroom work, in a more reflective Ethnoeducational context and at the same time mainstream mathematics with activities in an interdisciplinary way. In this order of ideas, it is intended to analyze whether students arouse interest in the subject, and at the same time, to know the difficulties that arise in the teaching-learning process of mathematics. Therefore, in this project the school garden is analyzed as an interaction scenario that allows the teacher to monitor the development of mathematical thinking skills such as observation, inductive reasoning, hypothetical-deductive reasoning and the resolution of problems in students; This project is part of a type of research of an ethnographic nature, using a qualitative research approach, with a prioritized focus on the environment. Which will be developed in the first semester of 2021 with a group of students from Centro Etnoeducativo # 15 Nueva Esperanza. Keywords: School garden, mathematical thinking, ethnoeducation, transdisciplinary, Ability.

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Maestría en Educación La Guajira

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