La interacción social como proceso de encuentro o desencuentro en el aprendizaje académico de los adolescentes
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Archivos
Fecha
2020
Autores
Vera-Angarita, Maryori Liliana
Ortega-Ortega, Jhorman Yarokssi
Ramirez-Martinez, Carolina
Gelvez-Almeida, Elkin
Hernández-Niño, Andrea Lisbeth
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Editor
Universidad Francisco de Paula Santander
Resumen
El presente artículo de resultados aborda el aprendizaje académico en la edad adolescente como un proceso
fundamental para determinar los aspectos que minimizan el rendimiento desde la interacción con padres,
profesores y compañeros de curso. Se destacan las rupturas comunicativas con los padres, el desinterés académico
del grupo y la mediación de los aprendizajes por los asesores de tareas. Para ello se realizó una investigación
centrada en los análisis teóricos del aprendizaje social con Vygotsky, Bandura y las teorías ecológicas, las cuales
permiten explorar el interés del colectivo para optimizar los aprendizajes individuales. Metodológicamente se
trabajó bajo un enfoque cualitativo, con un enfoque fenomenológico y un alcance de tipo descriptivo. La
muestra estuvo constituida por 30 estudiantes, sus padres y 5 docentes de octavo grado del Colegio Sagrado
Corazón de Jesús de Cúcuta. Las técnicas e instrumentos de recolección de datos implementados fueron la
entrevista por medio de un guion semi-estructurado y la observación directa de tipo participante monitoreada
a través del diario de campo, mientras que el análisis de información se realizó mediante la triangulación por
actores. Este estudio fenomenológico permitió comprender el aprendizaje social como elemento fundamental
para mejorar el rendimiento académico.
This results article addresses academic learning in adolescent age as a fundamental process to determine the aspects that minimize performance from the interaction with parents, teachers and classmates. The communication breaks with parents, the academic disinterest of the group and the mediation of learning by the homework advisors stand out. For this, a research focused on the theoretical analyzes of social learning was carried out with Vygotsky, Bandura and ecological theories, which allow exploring the interest of the group to optimize individual learning. Methodologically, we worked under a qualitative approach, with a phenomenological approach and a descriptive scope. The sample consisted of 30 students, their parents and five eighth grade teachers from the Sagrado Corazon School in Cúcuta. The techniques and instruments of data collection implemented were the interview by means of a semi-structured script and the direct observation of the participant type monitored through the field diary, while the information analysis was carried out by triangulation by participants involved. This phenomenological study allowed understanding social learning as a fundamental element to improve academic performance.
This results article addresses academic learning in adolescent age as a fundamental process to determine the aspects that minimize performance from the interaction with parents, teachers and classmates. The communication breaks with parents, the academic disinterest of the group and the mediation of learning by the homework advisors stand out. For this, a research focused on the theoretical analyzes of social learning was carried out with Vygotsky, Bandura and ecological theories, which allow exploring the interest of the group to optimize individual learning. Methodologically, we worked under a qualitative approach, with a phenomenological approach and a descriptive scope. The sample consisted of 30 students, their parents and five eighth grade teachers from the Sagrado Corazon School in Cúcuta. The techniques and instruments of data collection implemented were the interview by means of a semi-structured script and the direct observation of the participant type monitored through the field diary, while the information analysis was carried out by triangulation by participants involved. This phenomenological study allowed understanding social learning as a fundamental element to improve academic performance.
Descripción
Palabras clave
Aprendizaje significativo, Contexto educativo, interacción social, Meaningful learning, educational context, social interaction
Citación
M.L Vera-Angarita, J.Y Ortega-Ortega, C. Ramirez-Martinez, E. Gelvez-Almeida, A.L Hernández-Niño “La interacción social como proceso de encuentro o desencuentro en el aprendizaje académico de los adolescentes”. Perspectivas, vol. 5, no. 1, pp. 122-128, 2020.
