Percepciones de risoterapia, una propuesta didáctica integradora de procesos afectivos, en niños(as) con patología oncológica.
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Fecha
2020
Autores
Valencia Vargas, Daniela A.
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
El presente trabajo de investigación permitió obtener desde las percepciones de los actores participantes, una valiosa información para comprender e interpretar el mundo social que rodea a los niños escolarizados que padecen de enfermedades oncológicas. La implementación de la risoterapia como una didáctica integradora orientada a mantener los procesos de afectividad en los niños con patología oncológica, se convirtió en una propuesta educativa para ser implementada en realidades de escuelas posible. Así mismo, se resaltan los aportes que se evidencian en el devenir histórico desde dos grandes escenarios tales como el centro hospitalario y la escuela, se han identificados convergencias y divergencias entre estos dos campos, dado que no hay un entretejido dialógico para darle oportunidad al sujeto de la educación de continuar su formación desde la dimensión afectiva, un crecimiento integral que le permita visualizar desde su realidad una oportunidad de vida y no dejarlo divagando en pensamientos negativos agrupados a laangustia, dolor, desesperanza y el miedo.
Este proyecto se encuentra respaldado desde el paradigma histórico- hermenéutico, con corte cualitativo y desde un tipo de investigación etnográfico, donde se formularon tres instrumentos para la recolección de información, ellos son: revisión documentada, observación participante y cuestionario. En pertinencia a lo anterior, los hallazgos fueron interpretados para contrastar lo consignado en los documentos. Cabe mencionar que las investigaciones que se han realizado de la risoterapia con inmersión educativa son escasas, razón para considerar los aportes desde la aplicabilidad en el campo clínico y sus efectos benéficos, en la intención de generar desde las percepciones una didáctica que articule de manera integral procesos de formación significativos en su etapa de escolaridad.
Con la información obtenida por los actores que representan a la institución educativa, centro hospitalario y la familia, se pudo comprender e interpretar que la risoterapia brinda beneficios altamente positivos para los niños que presentan patologías oncológicas, entre otras, mejora los estados de ánimo, recupera confianza, se evidencia disposición para mantener la esperanza de ser una persona que en medio de las dificultades puede responder a sus sueños, dado que la enfermedad oncológica produce alteraciones biológicas en su cuerpo, pero no afecta su mente ni sus ideas.
The present research work allowed obtaining from the perceptions of the participating actors, valuable information to understand and interpret the social world that surrounds school children suffering from oncological diseases. The implementation of laughter therapy as an integrative didactic aimed at maintaining affective processes in children with oncological pathology, became an educational proposal to be implemented in realities of schools as possible. Likewise, the contributions that are evidenced in the historical evolution are highlighted, from two great settings such as, the hospital center and the school, convergences and divergences between these two fields have been identified, since there is no dialogical interweave to give it the opportunity the subject of education to continue his training from the affective dimension, an integral growth that allows him to visualize a life opportunity from his reality and not leave him wandering in negative thoughts grouped with anguish, pain, hopelessness and fear. This project is supported from the historio-hermeneutical paradigm, with a qualitative cut and from a type of ethnographic research, where three instruments were formulated for the collection of information, they are: Documented review, participant observation and questionnaire. In relevance to the above, the findings were interpreted to contrast what was recorded in the documents. It is worth mentioning that the investigations that have been carried out on laughter therapy with educational immersion are scarce, reason to consider the contributions from the applicability in the clinical field and its beneficial effects, in the intention of generating a didactics that articulates in an integral way from the perceptions significant training processes in their schooling stage. With the information obtained by the actors representing the educational institution, hospital center and the family, it was possible to understand and interpret that Laughter Therapy provides highly positive benefits for children with oncological pathologies, among others, improves moods, recovers Confidence, there is evidence of willingness to maintain the hope of being a person who, in the midst of difficulties, can respond to his dreams, since oncological disease produces biological alterations in his body, but does not affect his mind or his ideas.
The present research work allowed obtaining from the perceptions of the participating actors, valuable information to understand and interpret the social world that surrounds school children suffering from oncological diseases. The implementation of laughter therapy as an integrative didactic aimed at maintaining affective processes in children with oncological pathology, became an educational proposal to be implemented in realities of schools as possible. Likewise, the contributions that are evidenced in the historical evolution are highlighted, from two great settings such as, the hospital center and the school, convergences and divergences between these two fields have been identified, since there is no dialogical interweave to give it the opportunity the subject of education to continue his training from the affective dimension, an integral growth that allows him to visualize a life opportunity from his reality and not leave him wandering in negative thoughts grouped with anguish, pain, hopelessness and fear. This project is supported from the historio-hermeneutical paradigm, with a qualitative cut and from a type of ethnographic research, where three instruments were formulated for the collection of information, they are: Documented review, participant observation and questionnaire. In relevance to the above, the findings were interpreted to contrast what was recorded in the documents. It is worth mentioning that the investigations that have been carried out on laughter therapy with educational immersion are scarce, reason to consider the contributions from the applicability in the clinical field and its beneficial effects, in the intention of generating a didactics that articulates in an integral way from the perceptions significant training processes in their schooling stage. With the information obtained by the actors representing the educational institution, hospital center and the family, it was possible to understand and interpret that Laughter Therapy provides highly positive benefits for children with oncological pathologies, among others, improves moods, recovers Confidence, there is evidence of willingness to maintain the hope of being a person who, in the midst of difficulties, can respond to his dreams, since oncological disease produces biological alterations in his body, but does not affect his mind or his ideas.
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Palabras clave
Percepciones, Didáctica, Risoterapia, Proceso afectivos, Perceptions, Didactics, Laughter therapy, Affective process