Un estudiante conflictivo para muchos, es en realidad un personaje con mucho que dar
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Universidad Distrital Francisco José de Caldas
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En este escrito reflexionamos sobre una situación que es cotidiana para muchos docentes que se proponen educar a sus estudiantes no solo en aspectos de tipo científico, sino también en valores sociales, es el hecho de tener en sus grupos algunos estudiantes de comportamiento diferente. En nuestra reflexión consideramos los sesgos, prejuicios y la exclusión que se hace en algunos casos en las aulas de clase, a estudiantes que presentan ciertas dificultades, lo cual afecta la formación del estudiante, su aprendizaje y su evaluación. Concluimos que es necesario educar en valores en el aula sin importar el área del saber del docente, atendiendo a modelos y corrientes psicológicas que le permitan establecer lazos académicos y reflexiones en la formación del ser humano.
In this paper we reflect on a situation that is daily for many teachers who intend to educate their students not only in aspects of scientific type but also in social values, is the fact of having in their groups some students with different behavior. In our reflection, we consider the biases, prejudices, and exclusion that are made in some cases in classrooms, to students who present certain difficulties, which affects the student's training, learning, and evaluation. We conclude that it is necessary to educate in values in the classroom without regard to the area of the teacher's knowledge, taking care of models and psychological currents that allow him to establish academic ties and reflections in an education of the human being.
In this paper we reflect on a situation that is daily for many teachers who intend to educate their students not only in aspects of scientific type but also in social values, is the fact of having in their groups some students with different behavior. In our reflection, we consider the biases, prejudices, and exclusion that are made in some cases in classrooms, to students who present certain difficulties, which affects the student's training, learning, and evaluation. We conclude that it is necessary to educate in values in the classroom without regard to the area of the teacher's knowledge, taking care of models and psychological currents that allow him to establish academic ties and reflections in an education of the human being.
Palabras clave
Student conflict, Classroom, environment, experience, learning, dialogic, confidence, Estudiante conflictivo, aula, entorno, experiencia, aprendizajes, dialógico, confianza.