Informace o kvalifikační práci ADEQUATE USE OF LEISURE TIME AS A PEDAGOGICAL STRATEGY THAT STRENGTHENS CITIZENS 'COMPETENCES IN MIDDLE SCHOOL STUDENTS OF LUIS CARLOS GALAN SARMIENTO SCHOOL COLOMBIA
- Všechny požadované údaje o této VŠKP jsou vyplněny.
Hlavní téma
Správné využívání volného času jako vzdělávací strategie upevňující kompetence občanů na Střední škole Luis Carlos Galan Sarmiento v Kolumbii.
Hlavní téma v angličtině
ADEQUATE USE OF LEISURE TIME AS A PEDAGOGICAL STRATEGY THAT STRENGTHENS CITIZENS' COMPETENCES IN MIDDLE SCHOOL STUDENTS OF LUIS CARLOS GALAN SARMIENTO SCHOOL COLOMBIA
Název dle studenta
ADEQUATE USE OF LEISURE TIME AS A PEDAGOGICAL STRATEGY THAT STRENGTHENS CITIZENS 'COMPETENCES IN MIDDLE SCHOOL STUDENTS OF LUIS CARLOS GALAN SARMIENTO SCHOOL COLOMBIA
Název dle studenta v angličtině
ADEQUATE USE OF LEISURE TIME AS A PEDAGOGICAL STRATEGY THAT STRENGTHENS CITIZENS 'COMPETENCES IN MIDDLE SCHOOL STUDENTS OF LUIS CARLOS GALAN SARMIENTO SCHOOL COLOMBIA
This research is made with the aim of strengthening school coexistence through the appropriate use of free time at the Luis Carlos Galán educational institution in the city of Ibagué - Tolima (Colombia), taking into account the characteristics of this specific social reality.
The study is based on a diagnosis that shows a complex situation of location, extreme poverty, where students show an aggressive attitude as a result of family problems and lack of training in civic competitions that make the school in mention, a space of offenses , fights, robberies, vandalism and sexual incidents.
Once the problem is identified, 4 categories are established (school coexistence, citizenship competences, motivation, and pedagogical practices) to formulate the theoretical bases and to organize the collected information for later analysis.
It is a qualitative research focused on action research, which not only describes a problem but also proposes a pedagogical sequence, as a proposal of a solution and measure to intervene the situation lived within a Colombian school.
Subsequently, data is analyzed with the support of the Atlas.ti program, which is purely for qualitative research, generating semantic networks that help to condense and understand the collected data. The SPSS is also used to analyze the surveys that the students answered.
Finally, the results of the research are presented, in order to answer the specific questions and analyze if the objectives were reached and the application of the pedagogical sequence leaves a positive experience within the educational community.
Anotace v angličtině
This research is made with the aim of strengthening school coexistence through the appropriate use of free time at the Luis Carlos Galán educational institution in the city of Ibagué - Tolima (Colombia), taking into account the characteristics of this specific social reality.
The study is based on a diagnosis that shows a complex situation of location, extreme poverty, where students show an aggressive attitude as a result of family problems and lack of training in civic competitions that make the school in mention, a space of offenses , fights, robberies, vandalism and sexual incidents.
Once the problem is identified, 4 categories are established (school coexistence, citizenship competences, motivation, and pedagogical practices) to formulate the theoretical bases and to organize the collected information for later analysis.
It is a qualitative research focused on action research, which not only describes a problem but also proposes a pedagogical sequence, as a proposal of a solution and measure to intervene the situation lived within a Colombian school.
Subsequently, data is analyzed with the support of the Atlas.ti program, which is purely for qualitative research, generating semantic networks that help to condense and understand the collected data. The SPSS is also used to analyze the surveys that the students answered.
Finally, the results of the research are presented, in order to answer the specific questions and analyze if the objectives were reached and the application of the pedagogical sequence leaves a positive experience within the educational community.
Klíčová slova
school coexistence, citizenship competences, motivation, and pedagogical practices
Klíčová slova v angličtině
school coexistence, citizenship competences, motivation, and pedagogical practices
Rozsah průvodní práce
94
Jazyk
AN
Anotace
This research is made with the aim of strengthening school coexistence through the appropriate use of free time at the Luis Carlos Galán educational institution in the city of Ibagué - Tolima (Colombia), taking into account the characteristics of this specific social reality.
The study is based on a diagnosis that shows a complex situation of location, extreme poverty, where students show an aggressive attitude as a result of family problems and lack of training in civic competitions that make the school in mention, a space of offenses , fights, robberies, vandalism and sexual incidents.
Once the problem is identified, 4 categories are established (school coexistence, citizenship competences, motivation, and pedagogical practices) to formulate the theoretical bases and to organize the collected information for later analysis.
It is a qualitative research focused on action research, which not only describes a problem but also proposes a pedagogical sequence, as a proposal of a solution and measure to intervene the situation lived within a Colombian school.
Subsequently, data is analyzed with the support of the Atlas.ti program, which is purely for qualitative research, generating semantic networks that help to condense and understand the collected data. The SPSS is also used to analyze the surveys that the students answered.
Finally, the results of the research are presented, in order to answer the specific questions and analyze if the objectives were reached and the application of the pedagogical sequence leaves a positive experience within the educational community.
Anotace v angličtině
This research is made with the aim of strengthening school coexistence through the appropriate use of free time at the Luis Carlos Galán educational institution in the city of Ibagué - Tolima (Colombia), taking into account the characteristics of this specific social reality.
The study is based on a diagnosis that shows a complex situation of location, extreme poverty, where students show an aggressive attitude as a result of family problems and lack of training in civic competitions that make the school in mention, a space of offenses , fights, robberies, vandalism and sexual incidents.
Once the problem is identified, 4 categories are established (school coexistence, citizenship competences, motivation, and pedagogical practices) to formulate the theoretical bases and to organize the collected information for later analysis.
It is a qualitative research focused on action research, which not only describes a problem but also proposes a pedagogical sequence, as a proposal of a solution and measure to intervene the situation lived within a Colombian school.
Subsequently, data is analyzed with the support of the Atlas.ti program, which is purely for qualitative research, generating semantic networks that help to condense and understand the collected data. The SPSS is also used to analyze the surveys that the students answered.
Finally, the results of the research are presented, in order to answer the specific questions and analyze if the objectives were reached and the application of the pedagogical sequence leaves a positive experience within the educational community.
Klíčová slova
school coexistence, citizenship competences, motivation, and pedagogical practices
Klíčová slova v angličtině
school coexistence, citizenship competences, motivation, and pedagogical practices
Zásady pro vypracování
This research is made with the aim of strengthening school coexistence through the appropriate use of free time at the Luis Carlos Galán educational institution in the city of Ibagué - Tolima (Colombia), taking into account the characteristics of this specific social reality.
The study is based on a diagnosis that shows a complex situation of location, extreme poverty, where students show an aggressive attitude as a result of family problems and lack of training in civic competitions that make the school in mention, a space of offenses, fights, robberies, vandalism and sexual incidents.
Once the problem is identified, 4 categories are established (school coexistence, citizenship competences, motivation, and pedagogical practices) to formulate the theoretical bases and to organize the collected information for later analysis.
It is a qualitative research focused on action research, which not only describes a problem but also proposes a pedagogical sequence, as a proposal of a solution and measure to intervene the situation lived within a Colombian school.
Subsequently, data is analyzed with the support of the Atlas.ti program, which is purely for qualitative research, generating semantic networks that help to condense and understand the collected data. The SPSS is also used to analyze the surveys that the students answered.
Finally, the results of the research are presented, in order to answer the specific questions and analyze if the objectives were reached and the application of the pedagogical sequence leaves a positive experience within the educational community.
Zásady pro vypracování
This research is made with the aim of strengthening school coexistence through the appropriate use of free time at the Luis Carlos Galán educational institution in the city of Ibagué - Tolima (Colombia), taking into account the characteristics of this specific social reality.
The study is based on a diagnosis that shows a complex situation of location, extreme poverty, where students show an aggressive attitude as a result of family problems and lack of training in civic competitions that make the school in mention, a space of offenses, fights, robberies, vandalism and sexual incidents.
Once the problem is identified, 4 categories are established (school coexistence, citizenship competences, motivation, and pedagogical practices) to formulate the theoretical bases and to organize the collected information for later analysis.
It is a qualitative research focused on action research, which not only describes a problem but also proposes a pedagogical sequence, as a proposal of a solution and measure to intervene the situation lived within a Colombian school.
Subsequently, data is analyzed with the support of the Atlas.ti program, which is purely for qualitative research, generating semantic networks that help to condense and understand the collected data. The SPSS is also used to analyze the surveys that the students answered.
Finally, the results of the research are presented, in order to answer the specific questions and analyze if the objectives were reached and the application of the pedagogical sequence leaves a positive experience within the educational community.
Seznam doporučené literatury
- Espinosa Restrepo, Oscar (1962), El concepto de motivación en las escuelas psicológicas: Reflexológica y conductista, Revista Colombiana de Psicología, Vol. 9, N. 1-2, 1964, págs. 27-34, Universidad Nacional de Colombia, http://www.bdigital.unal.edu.co/32983
- Etxeberria, Felix. (2001). Violencia escolar. Revista de Educación, núm. 26, Universidad del País Vasco, Espa?a.http://www.redined.mec.es/oai/indexg.php?registro=008200230396.
- Hernandez rojas, G., 2002, paradigmas en psicología de la educación, Paidos educador, Mexico.
- Bisquerra, R. (2003). Educación emocional y competencias básicas para la vida. Revista de Investigación Educativa (RIE), 21, 1, 7-43.
- Moreno, Elsa Amanda R. (2002), Concepciones de Practica Pedagogica, Revista de la Facultad de Artes Y Humanidades, Universidad Pedagógica Nacional, Colombia, http://revistas.pedagogica.edu.co/index.php/RF/article/view/5919
- Murillo Torrecilla, F. Javier y Hernández Castilla, Reyes (2011), Hacia un Concepto de Justicia Social. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, Madrid, Espa?a
http://www.redalyc.org/articulo.oa?id=55122156002
- Naranjo Pereira, María Luisa (2009), "Motivación: Perspectivas Teóricas Y Algunas Consideraciones De Su Importancia En El Ámbito Educativo." Revista Educación vol. 33, núm. 2, 2009, pp. 153-170, Universidad de Costa Rica, Costa Rica http://www.redalyc.org/articulo.oa?id=44012058010
- Richelle, Marc (1992), Skinner, mentalismo y cognitivismo, Anuario de Psicologia, 1992, no 52, 3-15, Facultat de Psicologia, Universitat de Barcelona
http://www.raco.cat/index.php/AnuarioPsicologia/issue/view/5384/showToc
- Sánchez Fontalvo, Iván Manuel (2008) Educación para una ciudadanía democrática e intercultural en Colombia, Revista Iberoamericana de Educación, ISSN: 1681-5653 n.? 46/3 25 de mayo de 2008, Organización de Estados Iberoamericanos para la Educación, la Ciencia y la Cultura (OEI), Universidad del Magdalena, Colombia. https://rieoei.org/RIE
- Zeichner, Kenneth; Gore, Jennifer (1989) Teacher Socialization. Issue Paper 89-7.National Center for Research on Teacher Education, 116 Erickson Hall, College of Education, Michigan State University, East Lansing, MI, USA https://eric.ed.gov/?id=ED326486
- Alvarado Cortes, Vilma Rosalía (2013). Práctica pedagógica y gestión de aula, aspectos fundamentales en el quehacer docente. Revista UNIMAR, 31 (2), pp. 99-113. Universidad Mariana, San Juan de Pasto, Nari?o, Colombia, 2013. http://www.umariana.edu.co/ojs-editorial/index.php/unimar/article/view/340
- Castillo-Pulido, Luis Evelio (2011), El acoso escolar. De las causas, origen y manifestaciones a la pregunta por el sentido que le otorgan los actores. Magis. Revista Internacional de Investigación en Educación, vol. 4, núm. 8, julio-diciembre, 2011, pp. 415-428, Pontificia Universidad Javeriana, Bogotá, Colombia
http://www.redalyc.org/articulo.oa?id=281021722009
- Fierro Evans, María Cecilia (2013), Convivencia inclusiva y democrática. Una perspectiva para gestionar la seguridad escolar, Revista Sinéctica, 40, Universidad Jesuita de Guadalajara, Mexico.
http://www.sinectica.iteso.mx/articulo/?id=40_convivencia_inclusiva_y_democratica_una_perspectiva_para_gestionar_la_seguridad_escolar
- Garaigordobil, Maite (2011), Prevalencia y consecuencias del cyberbullying: una revisión, International Journal of Psychology and Psychological Therapy, vol. 11, núm. 2, junio, 2011, pp. 233- 254 Universidad de Almería, Almería, Espa?a
Disponible en: http://www.redalyc.org/articulo.oa?id=56019292003
- Gómez Nashiki, Antonio (2013), Bullying: El Poder De La Violencia: Una perspectiva cualitativa sobre acosadores y víctimas en escuelas primarias de Colima, Revista Mexicana de Investigación Educativa, vol. 18, núm. 58, 2013, pp. 839-870 Consejo Mexicano de Investigación Educativa, A.C. Distrito Federal, México
http://www.redalyc.org/articulo.oa?id=14027703008
Seznam doporučené literatury
- Espinosa Restrepo, Oscar (1962), El concepto de motivación en las escuelas psicológicas: Reflexológica y conductista, Revista Colombiana de Psicología, Vol. 9, N. 1-2, 1964, págs. 27-34, Universidad Nacional de Colombia, http://www.bdigital.unal.edu.co/32983
- Etxeberria, Felix. (2001). Violencia escolar. Revista de Educación, núm. 26, Universidad del País Vasco, Espa?a.http://www.redined.mec.es/oai/indexg.php?registro=008200230396.
- Hernandez rojas, G., 2002, paradigmas en psicología de la educación, Paidos educador, Mexico.
- Bisquerra, R. (2003). Educación emocional y competencias básicas para la vida. Revista de Investigación Educativa (RIE), 21, 1, 7-43.
- Moreno, Elsa Amanda R. (2002), Concepciones de Practica Pedagogica, Revista de la Facultad de Artes Y Humanidades, Universidad Pedagógica Nacional, Colombia, http://revistas.pedagogica.edu.co/index.php/RF/article/view/5919
- Murillo Torrecilla, F. Javier y Hernández Castilla, Reyes (2011), Hacia un Concepto de Justicia Social. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, Madrid, Espa?a
http://www.redalyc.org/articulo.oa?id=55122156002
- Naranjo Pereira, María Luisa (2009), "Motivación: Perspectivas Teóricas Y Algunas Consideraciones De Su Importancia En El Ámbito Educativo." Revista Educación vol. 33, núm. 2, 2009, pp. 153-170, Universidad de Costa Rica, Costa Rica http://www.redalyc.org/articulo.oa?id=44012058010
- Richelle, Marc (1992), Skinner, mentalismo y cognitivismo, Anuario de Psicologia, 1992, no 52, 3-15, Facultat de Psicologia, Universitat de Barcelona
http://www.raco.cat/index.php/AnuarioPsicologia/issue/view/5384/showToc
- Sánchez Fontalvo, Iván Manuel (2008) Educación para una ciudadanía democrática e intercultural en Colombia, Revista Iberoamericana de Educación, ISSN: 1681-5653 n.? 46/3 25 de mayo de 2008, Organización de Estados Iberoamericanos para la Educación, la Ciencia y la Cultura (OEI), Universidad del Magdalena, Colombia. https://rieoei.org/RIE
- Zeichner, Kenneth; Gore, Jennifer (1989) Teacher Socialization. Issue Paper 89-7.National Center for Research on Teacher Education, 116 Erickson Hall, College of Education, Michigan State University, East Lansing, MI, USA https://eric.ed.gov/?id=ED326486
- Alvarado Cortes, Vilma Rosalía (2013). Práctica pedagógica y gestión de aula, aspectos fundamentales en el quehacer docente. Revista UNIMAR, 31 (2), pp. 99-113. Universidad Mariana, San Juan de Pasto, Nari?o, Colombia, 2013. http://www.umariana.edu.co/ojs-editorial/index.php/unimar/article/view/340
- Castillo-Pulido, Luis Evelio (2011), El acoso escolar. De las causas, origen y manifestaciones a la pregunta por el sentido que le otorgan los actores. Magis. Revista Internacional de Investigación en Educación, vol. 4, núm. 8, julio-diciembre, 2011, pp. 415-428, Pontificia Universidad Javeriana, Bogotá, Colombia
http://www.redalyc.org/articulo.oa?id=281021722009
- Fierro Evans, María Cecilia (2013), Convivencia inclusiva y democrática. Una perspectiva para gestionar la seguridad escolar, Revista Sinéctica, 40, Universidad Jesuita de Guadalajara, Mexico.
http://www.sinectica.iteso.mx/articulo/?id=40_convivencia_inclusiva_y_democratica_una_perspectiva_para_gestionar_la_seguridad_escolar
- Garaigordobil, Maite (2011), Prevalencia y consecuencias del cyberbullying: una revisión, International Journal of Psychology and Psychological Therapy, vol. 11, núm. 2, junio, 2011, pp. 233- 254 Universidad de Almería, Almería, Espa?a
Disponible en: http://www.redalyc.org/articulo.oa?id=56019292003
- Gómez Nashiki, Antonio (2013), Bullying: El Poder De La Violencia: Una perspectiva cualitativa sobre acosadores y víctimas en escuelas primarias de Colima, Revista Mexicana de Investigación Educativa, vol. 18, núm. 58, 2013, pp. 839-870 Consejo Mexicano de Investigación Educativa, A.C. Distrito Federal, México
http://www.redalyc.org/articulo.oa?id=14027703008