Trabajo con metodologías desescolarizantes como estrategia para desarrollar de manera transversal el núcleo de lenguaje verbal en el proceso de enseñanza aprendizaje de los niños en los niveles de transición I
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Fecha
2021
Profesor/a Guía
Facultad/escuela
Idioma
es
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Universidad Andrés Bello
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Licencia CC
Licencia CC
Resumen
El presente proyecto está enfocado en erradicar prácticas escolarizantes en los niveles
de transición I, con el objetivo de recuperar el propósito de la educación parvularia. Para
ello se identificaron las causas, que involucran desde políticas públicas ausentes,
instituciones educativas que requieren de buenos resultados en pruebas estandarizadas,
familias que confunden excelencia académica con iniciación a la lectura en edades
iniciales, y educadores resignados a un sistema que prepara a los niños para la educación
básica. Esta propuesta busca repensar el fin de la educación inicial a través de
metodologías desescolarizantes que son propias en este nivel incorporando rutinas
variables y flexibles, que consideren la visión, necesidades, características, intereses y
protagonismo de los párvulos, llevando a cabo actividades emergentes que no dependan
de un tiempo y asignatura determinada, logrando así desarrollar de manera transversal
el núcleo de lenguaje verbal, dando el espacio a todas las áreas propuestas por las bases
curriculares y favoreciendo a su vez ambientes motivantes tanto dentro como fuera del
aula. No podemos dejar de mencionar a la familia como el primer educando de sus hijos,
haciéndoles partícipes de cada una de las etapas del proceso de enseñanza aprendizaje
e involucrándose de manera directa en el desarrollo de diferentes experiencias
educativas.
This project is focused on eradicating schooling practices at transition levels I, with the aim of recovering the purpose of preschool education. For this, the causes were identified, which involve absent public policies, educational institutions that require good results in standardized tests, families that confuse academic excellence with initiation to reading at an early age, and educators who are adapted to a system that prepares students. children for basic education. This proposal seeks to rethink the end of initial education through methodologies that are specific to this level, incorporating variable and flexible routines, which consider the vision, needs, characteristics, interests and protagonism of toddlers, carrying out emergent activities that do not depend on of a specific time and subject, thus managing to develop the core of verbal language in a transversal way, giving space to all the areas proposed by the curricular bases and favoring motivating learning environments both inside and outside the classroom. We cannot fail to mention the family as the first educating of their children, making them participate in each of the stages of the teaching-learning process and getting directly involved in the development of different educational experiences.
This project is focused on eradicating schooling practices at transition levels I, with the aim of recovering the purpose of preschool education. For this, the causes were identified, which involve absent public policies, educational institutions that require good results in standardized tests, families that confuse academic excellence with initiation to reading at an early age, and educators who are adapted to a system that prepares students. children for basic education. This proposal seeks to rethink the end of initial education through methodologies that are specific to this level, incorporating variable and flexible routines, which consider the vision, needs, characteristics, interests and protagonism of toddlers, carrying out emergent activities that do not depend on of a specific time and subject, thus managing to develop the core of verbal language in a transversal way, giving space to all the areas proposed by the curricular bases and favoring motivating learning environments both inside and outside the classroom. We cannot fail to mention the family as the first educating of their children, making them participate in each of the stages of the teaching-learning process and getting directly involved in the development of different educational experiences.
Notas
Proyecto (Magíster en Educación Inicial mención Didáctica de las Matemáticas y el Lenguaje)
Palabras clave
Estrategias de Enseñanza, Lenguaje de los Niños, Enseñanza Preescolar, Chile, Quillota