Licenciatura en Pedagogía Infantil
URI permanente para esta colecciónhttp://hdl.handle.net/11349/46
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Ítem Estrategias efectivas para fortalecer la expresión emocional y las relaciones afectivas en la infancia: hacia una educación emocional en el grado transición del Jardín Infantil San Rafael(Universidad Distrital Francisco José de Caldas) Rincón Peña, Ángela Paola; Díaz Gonzales, José Alexander; Díaz Gonzales, José Alexander [0000-0003-0198-6070]This research project was born from the pedagogical process guided by the curriculum of the Bachelor's Degree in Early Childhood Education at the Francisco José de Caldas District University (UDFJC). This project was carried out within the framework of the specialization track: Subjectivities, Diversity, and Aesthetics. The pedagogical practice that gave rise to the project was carried out with a group of transition-grade children in a formal education setting in Bogotá. More specifically, it took place at the San Rafael Kindergarten, located in the town of Engativá. In the pedagogical practice carried out within the institution, the inquiry processes were accompanied by observation and intervention in the transition-grade classroom and in the spaces available for recreation, meals, and specific religious practices at the institution. Needs and capacities were identified for working on interpersonal relationships, allowing for the development of a proposal that uses literature and play as tools to learn about the emotions that continually occur within children and how they relate to them, as well as about social and emotional development and, especially, about emotional education for children between the ages of 5 and 7. The chapters comprising the research are described below, providing insight into the process: Chapter One: This chapter contextualizes and characterizes the children in the San Rafael Kindergarten transition class, with whom the pedagogical interventions were carried out. It also describes the specific physical space where the kindergarten is located, and the characteristics of the institution and the family environment that were observed throughout the process. Chapter Two: This chapter describes the strengths, capacities, and needs identified in the first stage of research observation, framing them within the project's problematization and the possibility of strengthening them, thus posing the problem question for developing the objectives to be achieved throughout the interventions at the kindergarten. Chapter Three: This chapter contains the current state of the art, where a search for national and international research is conducted and developed to analyze and interpret the current status of the research problem in relation to the current work. Chapter Four: This section presents the categories for the analysis of the thesis and the pedagogical intervention, describing the object of study in question, why they are chosen for the proposal and the authors and references that feed its development. Chapter Five: Theoretical and Conceptual Framework, which contains the main theoretical references that support and substantiate the postulates of the research work, proposing a dialogue between the authors and the researcher. Chapter Six: This chapter contains the methodological design of the research work, presenting the type of research, the phases in which the observations and interventions were carried out, and the analytical tools and instruments used throughout the process. Chapter Seven: This chapter presents the pedagogical proposal that emerges from the previous sections, including observations, analysis, and approaches to be implemented in the classroom with children. Examples are provided with activities carried out and graphic descriptions are provided with photographs. The justification for this proposal and the theoretical references that contribute to its development are also included. Chapter Eight: The final chapter, on analysis and interpretation, contains the analysis conducted at the categorical level, presenting the critical and reflective position of the practicing teacher, describing the development and findings of the pedagogical research process.Ítem Artista de mi propio juego: estrategias pedagógicas para impulsar el desarrollo creativo(Universidad Distrital Francisco José de Caldas) Peláez Salamanca, Jessica Alejandra; Jutinico Fernández, Maria del Socorro; Jutinico Fernández, Maria del Socorro [0000-0002-0884-1133]This report presents the progress of the internship conducted as part of the thesis for the Bachelor's Degree in Early Childhood Education, in partnership with the Colombian Institute of Family Welfare (ICBF). The experience was carried out with community mothers in the town of Suba, with the aim of strengthening their teaching practices through a program focused on creativity, art, and play. Through mentoring, strategies were promoted that foster children's critical thinking, problem-solving, and holistic early childhood development.Ítem Literatura como arte: el impacto de los libros álbum y la creación estética en la socialización infantil(Universidad Distrital Francisco José de Caldas) Rios Perilla, Mayerly Alexandra; Olivera Miranda, Andrea Carolina; Angulo Noguera, YamiletChildren’s literature, when understood as a form of art—particularly through picturebooks and aesthetic creation—plays a vital role in early childhood socialization. From a qualitative hermeneutic perspective, it is shown how these artistic expressions create meaningful spaces for communication, interaction, and relationship-building among peers and adults. Picturebooks, with their rich visual and narrative elements, spark curiosity, encourage critical thinking, and promote dialogue, allowing children to interpret the world from multiple perspectives and express emotions freely. Likewise, artistic creation activities offer opportunities to develop sensitivity, collaboration, autonomy, and imagination, reinforcing social interaction in a respectful and empathetic environment.The analysis of these experiences reveals that literature and art not only enhance language and creativity but also serve as a means for children to recognize themselves as active members of a community. Thus, the pedagogical use of picturebooks and aesthetic activities in the classroom becomes a powerful tool to support integral development, emotional growth, and the strengthening of social bonds from early childhood.Ítem Diálogo intercultural: la lúdica como estrategia para el fortalecimiento de la convivencia(Universidad Distrital Francisco José de Caldas) Morales Ramírez, Carol Valentina; Ordóñez Restrepo, Glenda Viviana; Beltrán Jiménez, HaroldIntercultural Dialogue: Play as a Strategy for Strengthening Coexistence is a research proposal that seeks to improve coexistence in children through guiding activities such as play, art, literature, and environmental exploration. This research project, which is part of the authors' thesis, is based on the monograph modality, in accordance with Agreement 012 of December 13, 2023, the regulations of the Francisco José de Caldas District University for degree modalities. The origin of this monograph-based degree project is based on a research project implemented in a public school in the city of Bogotá, in the Santa Fé district. This project arose within the framework of the Subjectivities, Diversity, and Aesthetics research line of the Bachelor's Degree in Early Childhood Education. The main axes of this research were subjectivity and otherness; All of this with the aim of promoting healthy coexistence within the school community. For this purpose, it also proved valuable to rely on the sociocultural, educational, and family contexts that, from the outset, are the spaces that contribute to the identity of each individual. They helped us understand many dynamics that impact the way children relate to each other.Ítem Participación infantil activa: una apuesta a la educación popular desde el reconocimiento de las niñas(Universidad Distrital Francisco José de Caldas) Morales Cañas , Danny Brideth; Soto Farfán , Kelly Johana; Delgadillo Cely, Ingrid Sissy; Delgadillo Cely, Ingrid Sissy [0000-0001-5042-7254]The project “Active child participation: a commitment to popular education through the recognition of girls”, carried out in Tocaimita, Usme, Bogotá, aims to address the lack of recognition and participation of girls in the community, a problem linked to gender inequalities and traditional roles imposed by dynamics of machismo. The project seeks to empower girls through popular education, strengthen their self-esteem and promote their participation in the family and community, questioning stereotypes and contributing to a more equitable society. The pedagogical intervention is organized in phases: the first focused on reaching out to the population and understanding the socio-educational context, and the second on the development of activities that promote self-care, strengthening identity and a sense of belonging. Through these practices, the aim is to empower girls to be protagonists in their environment, contributing to a positive change in their quality of life and in the dynamics of the community.Ítem Benditas brujas, mujeres de carne y hueso: su historia y su poder llevado al aula(Universidad Distrital Francisco José de Caldas) Peña Vargas, María Alejandra; González Melo, Hamlet Santiago; González Melo, Hamlet Santiago [0000-0003-1210-8679]This research-creation was carried out with the girls and boys of the course 202 of the Francisco Antonio Zea School (IED), located in the town of Usme, with the aim of creating a book album to raise awareness and resignify the character of the witch, with the possibility of crossing that classroom and reaching many readers willing to know another part of the story of this character.Throughout the process the power of the book-album was discovered by constituting a pedagogical tool that makes it possible to mobilize thoughts and feelings in the protagonists.In addition, other visions and conceptions on the feminine and on the character of the witch germinated; on the one hand, the feminine ceased to be the weak, the maternal and the fragile, to be strong, dreamer, builder and with a possibility of power that, throughout history, has driven social transformations; and, on the other hand, the witch was identified as a woman of flesh and blood capable of combating prejudices and relations of inequality, and with knowledge and powers to help society.Ítem Construcción de identidad en la infancia desde contextos cotidianosTorres Morales, Dahiana Graciela; Angulo Noguera, YamiletThe present research entitled Construction of identity in childhood from everyday contexts, analyzes how the participation of boys and girls in a pedagogical strategy strengthens the processes of identity development. It starts from the recognition of the imaginaries, knowledge and ideas that boys and girls have around their family, cultural, social and personal roots from different registers of the self, the family, the neighborhood, the city and the region; its analysis around the approaches around the development of identity of authors such as Stuart Hall (2003), Sánchez Carlessi, H. (2018), Sousa (2014), Huber (2002), Vygotsky (1978) García, P. (2017), District Secretary of Education of Bogotá D.C. (2020) and Ministry of National Education of Colombia (2017), which was taken as the axis for the approach, design and implementation of the pedagogical strategy that links everyday contexts and the experience obtained in these as reflection and recognition in the construction process. identity of 6-year-old boys and girls. Finally, a discussion is established between the theoretical approaches of the topic and the results obtained from the implementation of the proposed strategy in search of reflection on how everyday environments and scenarios impact the construct of each subject, this through sensitive expressions with The objective is to be mediators in the pedagogical exercise.Ítem Compresión del esquema corporal en niños y niñas de 3 a 4 años del grado pre-jardín 2 del Colegio Bilingüe Real Americano a partir de rondas y cuentos infantiles inéditos(Universidad Distrital Francisco José de Caldas) Vega Hernández , Aura Cristina; Ramírez Cabanzo, Ana Brizet; Ramírez Cabanzo, Ana Brizet [0000-0001-7240-6788]A balanced, fair and functional society requires constantly taking a look at how the academic training that boys and girls are receiving is planned; In this work the reader will find an investigation, with a qualitative approach within an educational action research, the result of a work framed within the pedagogical practice carried out by the student researcher, who, motivated by the difficulties presented by the boys and girls of the Real American Bilingual School, proposed as an innovative strategy the use of unpublished children's stories and rounds to be applied as a pedagogical strategy in the classroom.Ítem La escuela como territorio de paz: diseños de escenarios pedagógicos mediados por el respeto, la diversidad y el diálogo en el colegio José Asunción Silva (IED)(Universidad Distrital Francisco José de Caldas) Sánchez Corba, Liceth Dayanna; Herrera Hernández, Paula Andrea; Mojica Ríos, LydaThis report describes the results obtained as a result of the activities carried out within the framework of the degree work modality called internship of the Francisco José de Caldas District University, as established in the agreement (No. 012 on the 13th day of the 12th month of the year 2022). This was carried out at the José Asunción Silva IED School, which throughout this report we will call JAS (IED,) with the transition grade, within the framework of the “SA-VI-A” project under the authorship of teachers Tadiana Escorcia, Jhobana Villamil and Flor Elisa Ropero. SA-VI-A (Ancestral knowledge and vision) is committed to the recovery of the family knowledge to make it visible in the school curriculum and work from interculturality with children. Within the framework of this project, a curriculum is necessary that recognizes cultural diversity, thus avoiding forms of violence with each of these identities. This is where the internship The school as a territory of peace: Designs of pedagogical scenarios mediated by respect, diversity and dialogue at the José Asunción Silva School (IED), emerges as a strategy to contribute as teachers to the construction of peace scenarios.Ítem La escuela como territorio de paz: el cuidado, la diversidad y el reconocimiento del otro y de sí mismo en el Colegio José Asunción Silva (IED)(Universidad Distrital Francisco José de Caldas) Cárdenas Sarmiento, Angie Catalina; Viuche Cuadros, Jessica Lorena; Mojica Ríos, LydaThis report gives an account of the results obtained from the activities carried out within the framework of the SA-VI-A El Buen Vivir project at the JAS. “Don't compete...make Kompitas” (Escorcia et al., 2024), of the José Asunción Silva School (IED), hereinafter CJAS, attached to the degree work modality of the Francisco José de Caldas District University, hereinafter UDFJC, as established in agreement 012 of the year 2022. The main objective of the internship project was to contribute to the training processes of the boys and girls of the transition grade of the educational institution through the implementation of pedagogical actions, in order to configure the school as a territory of peace. This report details the different actions carried out during the internship, as well as the analysis and interpretation that support these actions. It is worth mentioning the favorable impact that the internship had on the participants' research training process, taking into account that they gained tools that make possible not only different readings from the usual ones in school, but also allow an interpretation of the formative processes of boys and girls in everyday life. Likewise, the pedagogical reflection on the teaching work is highlighted, which systematically contributes to the construction of a society and a country project that advocates for peace. The document is structured in five chapters that address different aspects of the internship. In the first chapter, the context of the internship is presented, with the purpose of providing the reader with the necessary information on the nature of the internship, its objectives, its justification, the statement of the problem and the conceptual foundations that support it. This allows the reader to understand the purpose, meaning and relevance of the pedagogical experience within the framework of the internship. The second chapter describes the internship work plan, which focuses on the design and implementation of pedagogical actions based on care, recognition of differences, and peace building. The third chapter then presents the analysis and results of the different pedagogical actions carried out during the internship and their impact on academic training. The fourth chapter describes the evaluation and fulfillment of the internship objectives, which implies a reflection on the results obtained. Finally, the fifth chapter concludes on the internship process, highlighting the difficulties encountered, as well as positive aspects such as the learning obtained by the children participating in the project and by the teachers in training. It is hoped that this report will contribute broadly and significantly to the promotion and construction of schools of peace, fostering more harmonious and respectful educational environments, as it provides a model of pedagogical actions that can be adapted and replicated in other institutions. At the university level, it can enrich the training curriculum of future teachers, providing practical research and effective strategies. From a research perspective, the report offers in-depth analysis and reflections that can serve as a basis for future research, contributing to the advancement of knowledge and practice in the field of peace education.Ítem Mek wi make a trip to San Andrés an mek wi tell a Raizal histri (Creole) - viajemos a San Andrés: contemos un cuento dis da mii ancestral y raizal(Universidad Distrital Francisco José de Caldas) Villa García, Gingell; Ramírez Cabanzo, Ana Brizet; Ramírez Cabanzo, Ana Brizet [0000-0001-7240-6788]This research, which has the title MEK WI MAKE A TRIP TO SAN ANDRÉS AN MEK WI TELL A RAIZAL HISTRI (CREOLE) - LET'S TRAVEL TO SAN ANDRÉS: LET'S TELL A TALE DIS DA MII ANCESTRAL AND RAIZAL, was created in the department of San Andrés, which was conceived and developed in the month of December 2023. Its objective is to strengthen the ancestral dynamics of the Raizal territory through the implementation of the pedagogical tool DIS DA MII -This is me-, in order to promote cultural identity in boys and girls of San Andrés Islas. This pedagogical tool addresses topics that are linked to cultural identity such as: the mother tongue (Creole), the ancestral knowledge of the Raizal community, self-education, ethno-education and Raizal childhoods of the island territory. Thus, it is intended to make visible the dynamics that occur in a cultural context, which children go through for their training inside and outside the classroom. Also, an approach is generated to a territory that has been made invisible by the Colombian government and, based on the themes generated, it seeks to provide spaces for dialogue and reflection. Following the theme, this report has a qualitative approach and is worked based on educational research, which has been worked through the observation technique. It is important to recognize the impact generated by recognizing ourselves within a culture, which manages different ways of seeing the world, communicating and relating to the environment. Creole, being the mother tongue of the Raizal community, has permeated the different ways in which boys and girls perceive themselves within their own environment, the community and their bond with the sea. Creole being my first mother tongue, Spanish has been a second language which has allowed me to learn and see in other ways, ways in which human beings come to connect with each other. For this work, I have made a great effort to correctly and assertively produce an academic discourse, to publicize my final work. Finally, reflection and recognition are invited, to generate pedagogical tools and strategies that give rise to the cultural context for the learning process and the ways of teaching within the classroom; I thank each of the readers for the valuable interpretation of a rigorous work, which has allowed me to close an academic process in a second language.Ítem Acuacuentos: creación de una trilogía de libros sensoriales para favorecer el desarrollo de una cultura ambiental en las niñas y los niños(Universidad Distrital Francisco José de Caldas) Alfonso Tamaro, Laura Tatiana; Mora García, Ana María; Alarcón Fernández, FabiolaThe proposal for the creation of a trilogy of sensory books "Acuacuentos" seeks to use mediated reading with sensory album books, to promote the development of an environmental culture in girls and boys, focused on the proper use of water. Childhood is a Key stage to promote values and habits, so it is essential to use tools that generate meaningful learning and an emotional connection with the subject. In this way, it is expected to contribute to the formation of future generations committed to caring for the environment and sustainable water management.Ítem “Dinamizarte en la escuela Ana Eva Escobar”(Universidad Distrital Francisco José de Caldas) Morales Bonilla, Anderson Jefrey; Ramírez Cabanzo, Ana Brizet; Ramírez Cabanzo; Ana Brizet [0000-0001-7240-6788]Rural education in Colombia has historically faced deep-rooted challenges that have affected both academic quality and the comprehensive development of students. Despite efforts to improve educational coverage, rural schools continue to suffer from multiple barriers, such as scarce resources, inadequate infrastructure, the geographical dispersion of communities, and a lack of ongoing teacher training (Sánchez, 2019). These factors hinder access to quality education, generating structural inequality that has placed students in rural areas at a disadvantage compared to their urban peers. The lack of adequate educational support has, in many cases, resulted in poor academic performance and a limited capacity for students to fully develop socially, emotionally, and cognitively (González & Pérez, 2021). This context was further intensified by the global COVID-19 pandemic, which exposed the weaknesses of the Colombian education system, particularly in rural areas. During this period, educational gaps widened due to the lack of access to technology and the additional challenges of distance learning in communities with limited connectivity (MEN, 2020). Thus, rural schools were not only limited in their ability to offer academic content, but they also ceased to be a space for social interaction and emotional support for students, a crucial function in their overall development. This situation highlighted the urgent need to rethink the educational model, recognizing that education must be an inclusive process that addresses both the academic and emotional needs of students. To respond to these challenges, an educational project aimed at improving educational quality was designed and implemented in a rural school located in the municipality of La Estrella, Antioquia. This project was part of the PTAFI 3.0 program (formerly known as Viva la Escuela) and aligned with the educational policies of the Ministry of National Education (MEN, 2020), which promote equity and inclusion in access to quality education for all children, regardless of their geographic location or socioeconomic status. Specifically, the project was based on the premise that education is a fundamental right that must be guaranteed to all students, regardless of any external barriers they may face. Furthermore, it was emphasized that education must be comprehensive, considering not only academic aspects but also the social, emotional, and ethical components of students, promoting their development as complete and autonomous human beings (Rodríguez, 2018). The comprehensive approach of this project aimed not only to improve students' academic outcomes but also to strengthen their emotional and social resilience. In rural areas, where students face vulnerable conditions, it was essential that the school not only serve as a transmitter of knowledge, but also as a safe and supportive space where students could develop emotional and social skills that would allow them to face the challenges of their environment (Martínez, 2020). In this way, the project offered students at the Ana Eva Escobar Educational Institution the necessary tools to overcome the barriers that limited their development and provide them with an education that not only prepared them for their academic future but also to become conscious, caring, and resilient citizens. Throughout the project's implementation, innovative and contextualized pedagogical strategies were implemented, integrating dialogic learning, teaching based on active student participation, and the collaboration of the entire educational community. Dialogic learning, which promotes the collective construction of knowledge, was one of the cornerstones of the project, as it recognized that learning should not be an isolated process, but rather a shared experience among teachers, students, and families. The active participation of parents, the local community, and teachers was key to creating an educational environment that valued students' voices, recognizing their unique interests, talents, and needs (Bermúdez, 2019). In this way, the project not only sought to improve academic performance but also contribute to strengthening the educational community, creating a space in which all stakeholders could work together for student well-being and development. This report details the project's rationale, its alignment with national education policies, and its comprehensive pedagogical approach. This document also addresses the following:Ítem Vivencias y prácticas: espacios de formación e innovación de la Licenciatura en Educación Infantil. Un análisis desde los syllabus (2019 –3 y 2024) y el balance de vivencias y practicas 2024-1(Universidad Distrital Francisco José de Caldas) Córdoba Cortés , Valentina; Mosquera Mendivelso, Laura Valentina; Sandoval Guzmán , BettyThe following document is part of the internship report for the Bachelor's Degree in Early Childhood Education's Internship and Experience Committee. This work sought to analyze, investigate, and identify the formative meaning of the experiences and practices, as well as the relationships that extend between them, arguing that these allow for the development of comprehensive teachers for early childhood education. This document aims to carefully observe and reflect on the challenges, variations, and improvements that have been implemented since the changes in the curriculum project, and the importance of making the realities of each of these visible from the student and teacher perspective. To achieve this goal, work was done on the syllabuses for the academic periods from 2019-3 to 2024-1, the assessments of the experiences and practices carried out by both teachers and students during the 2024-1 academic period, and the various documents from the bachelor's degree program and others that were investigated in relation to teacher practice and training. With these inputs, an analysis was conducted, articulating each of the aforementioned resources with the aim of reflecting, questioning, and demonstrating how, through these experiences and practices, a comprehensive development has taken place in the training of educators for the benefit of children.Ítem Informe de pasantía diálogos polifónicos pedagógicos en clave interseccional e intercultural en el marco de la pasantía del componente de pedagogía de la Licenciatura en Educación Infantil(Universidad Distrital Francisco José de Caldas) Sandoval Salazar, Héctor Fabián; Ramírez Cabanzo, Ana Brizet; Ramírez Cabanzo; Ana Brizet [0000-0001-7240-6788]The present report "Polyphonic Pedagogical Dialogues in Intersectional and Intercultural Key in the Framework of the Internship of the Pedagogy Component of the Bachelor’s Degree in Early Childhood Education" is presented as a balance sheet on the analysis of practices in PCLEI, Teacher training, pedagogical research, the intercultural and the intersectional, which guided the internship in the Pedagogy Component in the period 2024-3. This report is divided into four sections, each of which gives an account of the aspects covered. The first section outlines the context of the internship and the objectives that were set to meet the pedagogical, academic and management commitments. The second section rebuilds the work plan that made it possible to achieve the objectives of the internship, presents the categories of analysis that led the discussions and reflections, the readings which were taken up in order to go deeper into the categories and the description of the academic encounters which enriched the views on training, research and practical work. In the third section, the suggested categories of analysis are developed explicitly, which dialogue between the voices of teachers and women teachers in training and in practice, conceptual referents and academic events. Finally, the fourth section provides a compendium of conclusions and recommendations on training horizons, challenges and opportunities in PCLEI.Ítem Recuperando saberes ancestrales con los niños y niñas de la Escuela Normal Superior de Ibagué reconociendo especímenes medicinales desde una perspectiva crítica e intercultural(Universidad Distrital Francisco José de Caldas) Forero García, Dennis Michelle; Ramírez Cabanzo , Ana Brizet; Ramírez Cabanzo,Ana Brizet [0000-0001-7240-6788]Education in Colombia faces constant challenges that require innovative strategies to ensure the comprehensive education of its students. In this context, the Ministry of National Education (MEN) has implemented programs that seek to redefine school time, not only by expanding learning opportunities in core areas but also by integrating cultural, artistic, athletic, and socio-emotional elements. The Tutoring for Comprehensive Learning and Training (PTAFI) program is one of these initiatives, designed to promote a more inclusive and diverse education. With the aim of contributing to this national effort, I decided to volunteer for PTAFI, developing a project focused on the recovery of ancestral knowledge. The project, titled "Recovering Ancestral Knowledge with the Children of the Ibagué Teacher Training School: Recognizing Medicinal Specimens from a Critical and Intercultural Perspective," allowed me to have an immersive experience at an educational institution with a distinguished tradition in teacher training in the department of Tolima. During my internship, I had the opportunity to contribute to the recognition and preservation of ancestral medicinal knowledge, working closely with the educational community. This experience not only enriched my professional training but also gave me a deeper perspective on the role of education in cultural preservation and the holistic development of students. Through this report, I present the lessons learned and results obtained, which reflect the impact of this project on my training as an early childhood educator and on the community in which I had the privilege of working.Ítem ¡Funtime!: la importancia de la diversión en las aulas de clase para el desarrollo de las habilidades comunicativas(Universidad Distrital Francisco José de Caldas) Pérez Rodríguez, Laura Tatiana; Gari Muriel, Gary; Gari Muriel; Gary [0009-0002-4379-4317]The document presents a repertoire of educational projects aimed at addressing recurring challenges in the primary school environment, such as reading comprehension, writing, and spelling. Each project is designed with specific objectives to strengthen students' communication skills and promote their active participation in the learning process, creating more dynamic and meaningful educational settings. These initiatives were implemented in class 301 at Rafael Bernal Jiménez School, located in Bogotá, through the application of innovative and participatory methods that involved not only students but also their families, fostering a collaborative approach to the educational process. The design of the categories and approaches addressed in the projects is based on prior research, including graduate works by Romero (2019) and León (2021). Additionally, contributions from renowned authors such as Torres (2016), Lomas (1999), and Ghiso (1999) are incorporated, offering key perspectives on topics such as the importance of children's literature, motivation for reading, and the role of workshops as fundamental tools in learning processes. The document also includes a detailed analysis of the methodology used for planning and organizing the educational experiences. This analysis is complemented by the results obtained during implementation, supported by photographic and illustrative material, providing visual evidence of the impact achieved. Finally, it addresses the limitations identified throughout the sessions, allowing for reflection on the challenges encountered and opportunities for improvement in future interventions.Ítem Propuesta pedagógica “Aventura en los planetas para fortalecer la convivencia”Guerrero Acuña, Laura Estefania; Bello Urueña, Angélica; García Ríos, Diana PatriciaThe objective of this research work was to design a pedagogical proposal based on strategies that promote respectful coexistence and strengthen interpersonal relationships and the recognition of differences between boys and girls between 5 and 8 years of age at the Bolivarian Republic of Venezuela School, through art, games and literature, taking into account the strengths and needs identified at the beginning of the process. It is worth mentioning that the project was proposed according to the Educational Action Research from the critical social approach and the qualitative paradigm, seeking to transform the daily dynamics both inside and outside the classroom, with emphasis on the category of school coexistence and subcategories such as the recognition of oneself and the other. The implementation of these pedagogical actions allowed obtaining favorable results by showing a significant improvement in the children's relationship with themselves and with others, as well as the importance of implementing and making use of different tools and alternatives for conflict resolution in the classroom.Ítem Pequeños Inspectores: poniéndole la lupa al mundo de las emocionesRuíz Carrero , Karol Tatiana; Orozco Burgos , Lizeth Judely; García Ríos , Diana PatriciaThis monograph is the result of a research developed between the years 2023 and 2024 in the school República Bolivariana de Venezuela with boys and girls, between 5 and 10 years old, from transition and later first grade. This research sought to strengthen emotional intelligence with the intention of improving coexistence in the classroom through activities such as role playing, art and literature, recognizing the importance of these in the processes of teaching and learning in childhood. Through Educational Action Research, a proposal was developed in which the children were small inspectors of emotions, initially they learned to recognize and regulate their emotions and those of others, these learnings were key at the time of resolving conflicts and communicating assertively.Ítem Apoyo y acompañamiento en procesos académicos a un estudiante sordo de la Maestría en Educación de la Universidad Distrital Francisco José de CaldasTobar Gil, Jarly Andrea; Forero Bareño, María José; García Ríos , Diana PatriciaThis document presents the process of accompaniment and academic support carried out for a Deaf student of the Master's Degree in Education, from the Francisco José de Caldas District University (UDFJC), from the internal internship modality linked to the Transversal Academic Project of teacher training in New Educational, Inclusive and Solidarity Experiences (NEEIS), which focuses on developing training spaces based on the inclusion and accessibility of students who enter the higher institution UDFJC.