Examinando por Autor "Valiente Lorduy, Aurelis"
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- ÍtemAplicación de herramientas digitales para el aprendizaje integral de la literatura y la historia en estudiantes de Grado Noveno del Instituto Técnico Industrial del municipio de Fusagasugá(Fundación Universitaria Los Libertadores. Sede Bogotá., ) Gacharná Forero, Yenny Constanza; Hernández García, Clara Patricia; Romero Sáenz, Aura Patricia; Valiente Lorduy, Aurelis; Medina Velandia, Lucy NohemyThis study develops a series of educational resources implementing tools such as Genially, Kahoot, Educaplay which are inside an Ova created through the tool ExeLearning like a digital strategy to make the learning easier in literature and history in 9th grade students from Instituto Técnico Industrial. The methodology is a descriptive approach with a qualitative research involving collecting and analyzing non numerical data to understand the difficulties students face with the knowledge of these areas. Taking into account the great use of these technological tools in the learning process didactic and educational resources have been designed to catch the students’ attention and improve their performance on the literature and Latin Pre Colombina history.
- ÍtemConflicto escolar y prácticas restaurativas en estudiantes de grado octavo de la I.E Seminario de Cartagena(Fundación Universitaria Los Libertadores. Sede Bogotá., ) Cadena Rodríguez, Heidy Juliet; Valiente Lorduy, Aurelis; Durán Rodríguez, Juan ManuelThis monographic text is the result of research on restorative practices as an alternative for resolving school conflicts. The limited resources available to students when it comes to resolving school conflicts are evident, and by incorporating restorative practices, interpersonal relationships can be improved, thus enhancing school dynamics. Restorative practices are approached as a pedagogical strategy that provides alternatives for students to assume co responsibility in resolving school conflicts, using options other than aggression. The study focuses on eighth-grade students at Seminario de Cartagena School, located in the city of Cartagena, Colombia. To address the proposal, the pedagogical exercise "School Conflict and Restorative Practices" was implemented in three phases: pre-knowledge, conceptualization, and learning. It began with the presentation of a hypothetical case, followed by an analysis by the students. Restorative practices were then introduced as an alternative for conflict resolution, and finally, the students were asked to propose new alternatives for conflict resolution based on what they had learned. The results demonstrate a change in perspective regarding conflict resolution, incorporating elements such as dialogue, empathy, assertiveness, and restoration, indicating a high degree of involvement and co-responsibility in conflict management. It is concluded that the strategy positively impacted the conception and resolution of school conflicts, contributing to the improvement of school coexistence.