Ruta patrimonial de Javier Loyola: una estrategia did?ctica-pedag?gica para la transversalizaci?n curricular en sexto a?o de Educaci?n General B?sica

 

Authors

Guam?n ?lvarez, Glenda Alicia

Format

BachelorThesis

Status

publishedVersion

Description

La investigaci?n que se presenta a continuaci?n es sobre una ruta pedag?gica-patrimonial de Javier Loyola como una herramienta did?ctica-pedag?gica para la transversalizaci?n curricular en sexto a?o de Educaci?n General B?sica en las ?reas de Estudios Sociales y Educaci?n Cultural y Art?stica. La investigaci?n es de tipo documental y de campo, con un enfoque cualitativo y un m?todo etnogr?fico. Igualmente, mediante las t?cnicas como la observaci?n participante, la entrevista y encuestas realizadas a los estudiantes y a los habitantes de la comunidad se ha recolectado la informaci?n necesaria para su posterior an?lisis, que contribuir? en la elaboraci?n de la ruta patrimonial y la gu?a did?ctica. Entre los principales resultados se identifica que el Patrimonio Cultural Tangible e Intangible no es considerado en mayor medida dentro del ?mbito educativo en sexo a?o de Educaci?n General B?sica y los estudiantes conocen sobre sus tradiciones, pero no se incorpora en el ?mbito educativo. Adem?s, con la elaboraci?n del repertorio patrimonial se busca contribuir a los docentes, estudiantes y comunidad debido a que contiene los bienes muebles, inmuebles, tradiciones y hechos hist?ricos de la Parroquia. Finalmente, la ruta patrimonial vinculada con la gu?a did?ctica brinda una herramienta pedag?gica que contribuye en el ?mbito educativo y en la transversalizaci?n curricular
The research presented below is about a pedagogical-heritage route by Javier Loyola as a didactic-pedagogical tool for the curricular mainstreaming in the sixth year of Basic General Education in the areas of Social Studies and Cultural and Artistic Education. The research is documentary and field type, with a qualitative approach and an ethnographic method. Likewise, through techniques such as participant observation, interviews and surveys carried out with the students and the inhabitants of the community, the necessary information has been collected for subsequent analysis, which will contribute to the elaboration of the heritage route and the didactic guide. Among the main results, it is identified that the Tangible and Intangible Cultural Heritage is not considered to a greater extent within the educational field in sex year of Basic General Education and the students know about their traditions, but it is not incorporated into the educational field. In addition, with the elaboration of the patrimonial repertoire it is sought to contribute to the teachers, students and the community because it contains the personal property, real estate, traditions and historical facts of the Parish. Finally, the heritage route linked to the didactic guide provides a pedagogical tool that contributes in the educational field and in the curricular mainstreaming.
Azogues

Publication Year

2020

Language

Topic

Educaci?n patrimonial
Ruta pedag?gica-patrimonial
Estudios Sociales
Educaci?n Cultural y Art?stica
Heritage education
Heritage-pedagogical route
Social Studies
Cultural and Artistic Education

Repository

Repositorio Universidad Nacional de Educación

Get full text

http://repositorio.unae.edu.ec/handle/123456789/1778

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openAccess

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