Diseño de una Experiencia de Aprendizaje Significativo en Contextos de Educación no Formal para Generar Procesos de Apropiación y Territorialización teniendo el Agua como Ordenador del Territorio en Niños entre los 10 y 14 Años desde una Mirada Compleja de la Realidad.

Abstract

The present thesis intends to show the results of the implementation of a meaningful learning experience designed for children between the ages of 10 to 14 , that through the approach to scientific knowledge in a context can generate processes of appropriation with the water as an organizer of the territory. For this purpose, activities of recognition of a watershed were developed, an unconventional learning space that enables to approach to the contexts and reflect on them in a way that can take shape from the scientific analysis , the spatiality and processes of territorial empowerment. The theoretical, political and methodological frameworks will be found to support the argument and the ways of execution of the Project, giving answers to the needs posed by the vocational training and the Museo de los Niños Colsubsidio. This last one an institution that has a museological and museographic plan that looks to implement experiences like the one presented in this text.