La mediación de los aprendizajes bajo la propuesta de Reuven Feuerstein como estrategia metodológica realizada por las educadores de párvulos frente a niños y niñas con necesidades educativas especiales
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Fecha
2015
Profesor/a Guía
Facultad/escuela
Idioma
es
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Editor
Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
A comienzos del siglo XXI nació una nueva sociedad basada en el
conocimiento, la que generó la necesidad de adoptar un nuevo paradigma
denominado "socio- cognitivo". Es aquí donde se postuló una pedagogía activa,
en donde el aprendizaje se centraba en el protagonismo del alumno. Este
paradigma promueve una nueva forma de concebir la enseñanza, donde la
mediación cumple un rol fundamental, ya que sitúa al infante como piedra
angular del aprendizaje, donde la educadora de párvulos debe desarrollarse
como guía en el proceso.
Esta investigación de tipo exploratorio-descriptivo busca analizar las
experiencias de aprendizaje realizadas por las educadoras de párvulos del
jardín infantil y sala cuna "Rinconcito de Luz" y "Village Nersury" respecto a la
mediación propuesta por Reuven Feuerstein en el trabajo con niños y niñas con
necesidades educativas especiales. Por lo tanto, se trabajó con una
metodología de investigación mixta que utilizó los siguientes instrumentos:
registro de observación, pauta de observación y entrevista.
De este estudio pudimos concluir que si bien, se conoce sobre la
mediación y su significado, no existe un conocimiento profundo acerca de ésta
como estrategia metodológica. Por ello, no se conoce acerca de los criterios
existentes y no se incorpora la mediación dentro de la estructura de la clase en
donde se consideran las educadoras de los establecimientos.
Por otro lado, se puede destacar que se incorpora en las instituciones
educativas a diversos niños y niñas con necesidades educativas especiales, no
obstante, no se evidencia una diferenciación curricular considerando las
particularidades, ritmos y estilos de aprendizaje de cada uno de ellos, es decir,
no se promueve a la diversidad como un beneficio para el proceso de
enseñanza y aprendizaje.
Early in the twenty-first century was born a new society based on knowledge, which generated the need for a new paradigm called "social - cognitiva". This is where an active pedagogy, in which learning is focused on the role of the student, was raised. This paradigm prometes a new way of thinking about education, where mediation has a key role, because it places the infant as the cornerstone of learning, where the nursery educator should be developed as a guide of the process. This exploratory and descriptiva research, aims to analyze the learning experiences made by the nursery educators from "Rinconcito of Light" and "Village Nursery" respect to the mediation proposal by Reuven Feuerstein in working with children with special educational needs. To do this, we worked with a mixed research methodology, which used the following instruments: Observation record, observation schedule and interview. In this study, we concluded that although it is known about mediation and its meaning, there is no deep knowledge about this as a methodological strategy therefore is not known about the existing criteria and no mediation is incorporated into the structure of the class considered by educators of the establishments. On the other hand, it stands out, that many children with special educational needs are incorporated into educational institutions; however, curricular differentiation is not evidenced, considering the peculiarities, rhythms and learning styles of each one of them . Consequently, diversity is not encouraged as a benefit to the process of teaching and learning.
Early in the twenty-first century was born a new society based on knowledge, which generated the need for a new paradigm called "social - cognitiva". This is where an active pedagogy, in which learning is focused on the role of the student, was raised. This paradigm prometes a new way of thinking about education, where mediation has a key role, because it places the infant as the cornerstone of learning, where the nursery educator should be developed as a guide of the process. This exploratory and descriptiva research, aims to analyze the learning experiences made by the nursery educators from "Rinconcito of Light" and "Village Nursery" respect to the mediation proposal by Reuven Feuerstein in working with children with special educational needs. To do this, we worked with a mixed research methodology, which used the following instruments: Observation record, observation schedule and interview. In this study, we concluded that although it is known about mediation and its meaning, there is no deep knowledge about this as a methodological strategy therefore is not known about the existing criteria and no mediation is incorporated into the structure of the class considered by educators of the establishments. On the other hand, it stands out, that many children with special educational needs are incorporated into educational institutions; however, curricular differentiation is not evidenced, considering the peculiarities, rhythms and learning styles of each one of them . Consequently, diversity is not encouraged as a benefit to the process of teaching and learning.
Notas
Tesis (Educación Parvularia, Licenciado en Educación)
Palabras clave
Educación Especial, Cognición en Niños, Estrategias metodológicas, Educadoras de párvulos, Necesidad educativa especial, Chile