Secuencia didáctica basada en las artes para el fortalecimiento de competencias ciudadanas
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Fecha
2025
Autores
Camacho Estupiñan, Liseth Johanna
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
La investigación “Secuencia Didáctica Basada en las Artes para el Fortalecimiento de Competencias Ciudadanas”, aborda la integración de las artes en la educación preescolar para reforzar las competencias ciudadanas en estudiantes de grado de transición en la Institución Educativa San José, en Cúcuta, Colombia. Destaca la importancia de la educación para la ciudadanía como un pilar fundamental para la construcción de sociedades democráticas, justas e inclusivas. El objetivo principal es comprender la pertinencia de las artes como una herramienta para el fortalecimiento de competencias ciudadanas en estudiantes de transición en la institución educativa analizada. La metodología empleada es cualitativa, enfoque de investigación-acción educativa, estructurada en tres fases: diagnóstico de necesidades, revisión documental y estructuración de la secuencia didáctica. La población analizada incluye a 112 estudiantes del grado de transición, seleccionándose una muestra intencional de 24 estudiantes. Los resultados del estudio revelan que los estudiantes están en un proceso de desarrollo de competencias ciudadanas, con patrones diferenciados en las dimensiones de convivencia y paz, participación y responsabilidad democrática, y pluralidad, identidad y valoración de las diferencias. La secuencia didáctica propuesta se estructura en tres módulos que abordan estos contextos, utilizando actividades artísticas individuales y colaborativas para promover habilidades sociales, emocionales y cívicas. Representa una contribución significativa para la práctica docente, ya que ofrece una alternativa metodológica que combina diversión y aprendizaje, respondiendo a las necesidades formativas de los estudiantes en sus primeros años escolares.
The research “Arts-Based Teaching Sequence for Strengthening Citizen Competencies” addresses the integration of the arts in preschool education to reinforce citizenship competencies in transition grade students at the San José Educational Institution, in Cúcuta, Colombia. It highlights the importance of citizenship education as a fundamental pillar for the construction of democratic, fair and inclusive societies. The main objective is to understand the relevance of the arts as a tool for strengthening citizenship competencies in transition students at the analyzed educational institution. The methodology used is qualitative, an educational action-research approach, structured in three phases: needs diagnosis, documentary review and structuring of the teaching sequence. The analyzed population includes 112 transition grade students, selecting an intentional sample of 24 students. The results of the study reveal that students are in a process of developing civic competences, with differentiated patterns in the dimensions of coexistence and peace, participation and democratic responsibility, and plurality, identity and appreciation of differences. The proposed teaching sequence is structured in three modules that address these contexts, using individual and collaborative artistic activities to promote social, emotional and civic skills. It represents a significant contribution to teaching practice, as it offers a methodological alternative that combines fun and learning, responding to the formative needs of students in their first years of school.
The research “Arts-Based Teaching Sequence for Strengthening Citizen Competencies” addresses the integration of the arts in preschool education to reinforce citizenship competencies in transition grade students at the San José Educational Institution, in Cúcuta, Colombia. It highlights the importance of citizenship education as a fundamental pillar for the construction of democratic, fair and inclusive societies. The main objective is to understand the relevance of the arts as a tool for strengthening citizenship competencies in transition students at the analyzed educational institution. The methodology used is qualitative, an educational action-research approach, structured in three phases: needs diagnosis, documentary review and structuring of the teaching sequence. The analyzed population includes 112 transition grade students, selecting an intentional sample of 24 students. The results of the study reveal that students are in a process of developing civic competences, with differentiated patterns in the dimensions of coexistence and peace, participation and democratic responsibility, and plurality, identity and appreciation of differences. The proposed teaching sequence is structured in three modules that address these contexts, using individual and collaborative artistic activities to promote social, emotional and civic skills. It represents a significant contribution to teaching practice, as it offers a methodological alternative that combines fun and learning, responding to the formative needs of students in their first years of school.
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Palabras clave
Secuencia didáctica, Artes, Competencias ciudadanas, Grado de transición, Investigación-acción educativa
