Enseñar y aprender juntas: una propuesta pedagógica basada en la lúdica para fortalecer las dinámicas de participación genuina en el aula con niñas de la Institución Educativa Liceo Femenino Mercedes Nariño

Abstract

The research was conducted at the Mercedes Nariño Girls' High School over a year and a half, with the participation of second- and third-grade elementary school students. The fundamental concepts of this research include: genuine child participation, which refers to the active and authentic involvement of girls, where their opinions are taken into account (Tonucci, 2016); a critical attitude, which allows girls to question, analyze, and reflect on their environment (Dewey, 1928); a playful attitude, which promotes learning through freedom, spontaneity, and creation, making the educational process meaningful as a form of expression and experience (Huizinga, 2008); and, finally, guided participation, which places adults, in this case teachers, as essential actors in the educational process (Rogoff, 1997). This qualitative research (Flick, 2018) using an action research methodology in education and employing analytical resources from the hermeneutic-historical paradigm (Vasco, 1989) focuses on systematic observation and reflection on educational practices (Elliott, 1990). The research results reveal an increase in girls' participation, who show greater interest in discussing and analyzing questions about school and everyday topics. Furthermore, it is evident that the recreational activities designed within the project generated a dynamic learning environment, promoting social and emotional skills and self-esteem among the students.