Licenciatura en Educación Infantil
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- ÍtemLa incidencia en la aplicabilidad de las inteligencias múltiples en las escuelas tradicionales frente a las escuelas modernas(Fundación Universitaria Los Libertadores. Sede Bogotá., ) Guataquira Hipólito, Paula Andrea; Jaimes Villamil, Tatiana Andrea; Rengifo Guerrero, ElizabethSince in some institutions the traditional teaching modality is still used, where some intelligences are validated, which they call the most important and others that are not so important that are taken as hobbies or intelligences that are filler, establishing themselves as areas, it is seen the need to make a comparison between the proposed education of those traditional schools that still exist and those where education is modern, and see the benefits that the applicability and validity that multiple intelligences bring when adapting them to said forms of teaching already mentioned. Individuals are taken as beings receptive to the information given by superiors, invalidating their interests, their own knowledge and, above all, their contribution to society. class, taking the place of the school as the only transmitter of formal information, speaking of existing traditional schools, while in modern schools, their methodology is based on adapting to the context and also responding to the different needs of the student, again taking take into account one's own interests in order to carry out this process more effectively. It is necessary to learn to learn, in this way you acquire a different perspective of a concept or information that you already had as prior and also give it a new function as an alternative solution to the variety of situations that may arise on a daily basis. , thus strengthening intelligence and also promoting their development, for this the The teaching staff plays an important role in this process, since they are the ones who accompany each stage of the development of these skills and stimulate multiple intelligences according to their didactics in order to reach the final result of having contributed to this process of training integral social beings.
- ÍtemEmociones, camino hacia la reflexión y comprensión de la dimensión socio afectiva en la infancia migrante.(Fundación Universitaria Los Libertadores. Sede Bogotá., ) Matias Pulido, Nathaly Lorena; Rengifo Guerrero, ElizabethThe main objective of this research project was to strengthen and reflect on the socio-affective dimension of boys and girls in the classroom, particularly those who were in a state of migration. To achieve this, a pedagogical proposal was designed and developed that included the implementation of a social cartography in the town of Santa Fe in Bogotá, in the vicinity of CIAMI (Integrated Center of Attention to Migrants of Bogotá). The purpose of this social cartography was to evaluate and identify the specific needs of children in migration conditions. As part of the pedagogical proposal, a workshop focused on emotions was carried out, with the aim that children could learn and identify how to manage their own emotions. In addition, collaborative work between children and their peers was promoted, encouraging interaction and mutual support. Through this activity, we sought to strengthen the socio-affective dimension of children in migration, providing them with tools to develop emotional and social skills that would allow them to adapt and prosper in their new environment. The methodology used by action research through observations, interviews and surveys conducted both with the participating children and with the teachers and professionals involved in CIAMI. beef. These data were analyzed and evaluated to identify the specific needs and challenges of children on the move, as well as to assess the impact of the workshop on emotions and collaborative work. The results obtained showed that the implementation of the pedagogical proposal, in particular the workshop on emotions and the promotion of collaborative work, had a positive impact on strengthening the socio-affective dimension of children in migration conditions. Improvements were seen in their ability to identify and manage their emotions, as well as a greater sense of belonging, support, and connection with their peers. In conclusion, this research project highlighted the importance of recognizing and work on the socio-affective dimension of children in the classroom, especially those in migration conditions. Through a pedagogical proposal that included social cartography and a workshop on emotions, it was possible to strengthen the socio-affective dimension of children, promoting their well-being and adaptation in the school environment. These findings provide knowledge and practical tools for teachers and professionals who work with children on the move, thus contributing to the creation of inclusive and enriching educational environments.
- ÍtemNuevas relaciones de género en niños y niñas migrantes de la parroquia San Marcelino Champagnat.(Fundación Universitaria Los Libertadores. Sede Bogotá., ) Culma Reina, Alexa Viviana; Rengifo Guerrero, ElizabethEquity is the base term used in this research, which seeks to design a proposal that, based on playfulness, generates experiences that strengthen gender relations in the family, emphasizing the Venezuelan migrant population that over time has has increased in the national territory; According to the (Foreign Ministry, 2022) "Colombia is the country that has received the largest flow of Venezuelan refugees and migrants in the world: 2.48 million, according to official figures." (first paragraph). It is important to note that Organizations such as (UNHCR, 2022) warn that "the risk of displaced women and girls suffering gender violence is increasing" (first paragraph), this is due to economic inequality, few job opportunities due to lack of documentation and the inflation that the country currently presents. country. In this sense, from the point of view of teachers in early childhood education, it is necessary to carry out an approach where migrant and non-migrant families from the town of Usme are visualized, observing how they develop in their day to day, from the perspective of equity of gender, work, family care, above all, upbringing of boys and girls. Now, from observation It is important to know how the teacher deals with cultural diversity and, in turn, how he strengthens the processes in which the student requires accompaniment. When talking about new gender relations, the aim is to emphasize two key aspects: the first, is it important that the Usme community, Alfonso López, recognize the term “gender relations”? and second, how from the teacher's point of view does it contribute to generate experiences towards new gender relations that promote equity? With this, specific objectives are born that help to answer these
- ÍtemAnálisis de los vacíos en los syllabus de la práctica pedagógica del programa de Licenciatura en Educación Infantil en relación a la Meta 4.7 de la Agenda 2030(Fundación Universitaria Los Libertadores. Sede Bogotá., ) Quiñonez Hoyos, Katerine; Malo Rodríguez, Stefany Paola; Torres Piñeres, Camilo José; Zambrano Cárcamo, Kelly Johana; Gómez Romero, Ana DoloresThe following project focused on recognizing that both Sustainable Development and Sustainable Lifestyles in the syllabus of the Early Childhood Education Degree program of Los Libertadores University Foundation. The main objective was to analyze the gaps existing in the syllabus of the pedagogical practice of the Bachelor of Education program Children of the Los Libertadores University Foundation. Based on this, generate forms of inclusion in the study plans of the program in order to train highly qualified teachers in the sustainability. The methodology focused on the interpretative type mixed field using instruments such as: syllabus analysis and a Likert Scale survey applied to 35 students of the program. Finally, it is evident that more work must be done so that students are trained about Sustainable Development because in terms of syllabus there are more distances than approximations; In this regard, the survey showed that education is kept in mind as a weapon crucial to generate a sustainable environment, but there are gaps about the importance of the issue.
- ÍtemAportes a la Categoría Ciudadanía Mundial y Diversidad Cultural desde la Perspectiva Pedagógica del Marco de la Agenda 2030(Fundación Universitaria Los Libertadores. Sede Cartagena., ) Arévalo Díaz, Leidys; Borja Berrio, Tibisay; Guzmán Amador, Nataly; González Torres, María Luisa; García Cano, LupeThis summary corresponds to the project entitled "Contributions to the Category of World Citizenship and Cultural Diversity from the Pedagogical Perspective of the 2030 Agenda Framework," which is linked to the research group "Pedagogical Reason" of the Los Libertadores University Foundation. The main purpose of this research is to complement the study and critical analysis of the dimensions from global citizenship and cultural diversity. It seeks to explore possible contributions that can face the new challenges and challenges, such as the lack of a monitoring scheme, deficiencies in the information for monitoring and the low articulation with other actors related to the Sustainable Development Goals (SDG). In addition, the work intends to propose a strategy that addresses the teaching of global citizenship and cultural diversity in Colombia, specifically focusing on a review of these categories through various authors who have addressed these issues in the Latin American context. The methodology used for this research is based on the analysis of documents, using primary and secondary sources such as bibliographical research and relevant files. It is important to highlight that the conclusions obtained are based on considering education to play a crucial role in building a more just and inclusive society, and it is in childhood where the foundations can be laid to promote respect for human rights, equality, tolerance and empathy towards other cultures and perspectives. Teaching children about global citizenship involves making them aware of global challenges and the importance of being active and responsible citizens, capable of contributing positively to the world. Analyzing the Syllabus of pedagogical practice from the perspective of training for global citizenship and the appreciation of cultural diversity is a valuable measure to ensure that the curricula and educational methodologies are aligned with these objectives. This will allow educators to design meaningful learning experiences that promote cultural awareness, inclusion, and intercultural understanding.