Diseño de un modelo de gestión del aprendizaje en casa en escuela nueva activa para el Instituto Técnico Rafael García Herreros
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Fecha
2021
Autores
Duarte Pinzón, Nancy Milena
Leal Becerra, Benilda
Rodríguez Vera, Wendy Yuraine
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Editor
Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
Antecedentes:
A nivel internacional se encuentran antecedentes referidos a los cambios y aportes de la escuela nueva desde una perspectiva de aplicabilidad como modelo educativo en el mundo, reconociendo la cogida de este modelo en el ámbito latinoamericano desde el sentido de aplicabilidad y utilidad del modelo, así como desde la perspectiva de llegada, evolución y consolidación de la Escuela Nueva en Latinoamérica. Pasando al nivel nacional, se destacan los estudios que tienen como centro de interés la Escuela Nueva desde la visión de aporte a la calidad educativa. Finalmente, a nivel local se destacan dos investigaciones que se encuentran íntimamente relacionadas con el tema de estudio al tener como punto focal el área de lengua castellana.
Objetivos:
Objetivo General: diseñar un modelo de gestión del aprendizaje en casa según Escuela Nueva Activa, para mejorar el desempeño académico en Lengua Castellana de los estudiantes de 4° del Instituto Técnico Rafael García Herreros.
Objetivos específicos:
• Identificar los factores que inciden en el aprendizaje en casa de los estudiantes del grado 4° del Instituto Técnico Rafael García Herreros y afectan su desempeño académico en el área de Lengua Castellana.
• Establecer las líneas de acción del modelo de gestión del aprendizaje en casa a partir de los lineamientos propuestos por el Ministerio de Educación para Escuela Nueva Activa – ENA y la realidad del entorno de los estudiantes de 4° del Instituto Técnico Rafael García Herreros.
• Proponer un plan de trabajo como diseño direccionador para el desarrollo del modelo de gestión del aprendizaje en casa propuesto en las sedes de básica primaria del Instituto Técnico Rafael García Herreros.
Materiales y Métodos:
Para el desarrollo de la investigación se tomó como base el paradigma interpretativo, el enfoque fue cualitativo y el método etnográfico.
En el desarrollo de la investigación se utilizaron dos técnicas: entrevista semiestructurada y revisión documental, con sus respectivos instrumentos que se encuentran íntimamente ligadas a los objetivos específicos planteados.
Teniendo en cuenta que en la investigación cualitativa el análisis e interpretación de los resultados es fundamental, la información recolectada tuvo un tratamiento cualitativo realizado mediante matrices de análisis según cada objetivo, categorías, subcategorías y dimensiones trazados previamente para el proyecto de investigación.
Resultados:
Se encontró que entre los factores que inciden en el aprendizaje en casa de los estudiantes se destacan: la motivación la cual no es una fortaleza en la cotidianidad del entorno enseñanza aprendizaje de lengua castellana, pues elementos como escasa comprensión lectora, temáticas y actividades dan origen a factores personales como apatía hacia la asignatura; los estudiantes no cuentan con un espacio físico de estudio que les permita desarrollar de forma adecuada las labores escolares, pues además de ser variable y compartido, específicamente no les posibilitan organizar sus quehaceres académicos; los materiales y recursos para estudio, se determinó que son insuficientes e inadecuados; ninguno de los estudiantes cuenta con computador o Tablet para adelantar sus tareas escolares, o por lo menos celular propio que les permita una comunicación directa con los docentes. De otra parte, el proceso de enseñanza que se adelanta en la no presencialidad es totalmente estandarizado, caracterizado por el envío de guías que luego deben ser devueltas para su evaluación y retroalimentación cuando la hay.
Para establecer las líneas de acción del modelo de gestión del aprendizaje en casa, se tuvo en cuenta la existencia de directrices orientadoras ENA de carácter estructural y operacional las cuales demarcan de manera general el accionar de la institución educativa no obstante adaptando los lineamientos a la realidad de los estudiantes, se encontró que la aplicación de los lineamientos ENA para el trabajo en casa es mínima, teniendo en cuenta que la gran mayoría de éstos apenas están parcialmente presentes o en su defecto ausentes en el accionar académico que se lleva a cabo en el hogar por parte de los tres agentes educativos directos: docente, estudiante, familia. A partir de ello identificaron las oportunidades de mejora que llevan al cumplimiento de los lineamientos ENA, dando origen al establecimiento de 3 líneas de acción del MGAC: Conceptual, Procedimental e Instrumental.
Finalmente, se propuso el plan de trabajo como herramienta direccionadora para el desarrollo del modelo de gestión del aprendizaje en casa que consistió en la estructuración de las tres líneas de acción, definiendo los siguientes elementos: definición, objetivo general, objetivos funcionales y elementos propuestos que la componen.
Conclusiones:
El aprendizaje en casa no es para nada un concepto nuevo en Colombia ni en el mundo. Sin embargo, lo novedoso fue su implementación obligada y generalizada como alternativa educativa ante una situación inesperada que dejó a la presencialidad fuera de su rango de acción cotidiana.
Al contar con un Modelo de Gestión del Aprendizaje en Casa, las instituciones educativas estarían en capacidad logística para responder eficiente y oportunamente frente a situaciones reconocidas o inesperadas de su entorno social. Esto es especialmente importante o valioso para las áreas rurales donde además de existir características socioculturales que limitan la asistencia escolar a las aulas.
El origen y alcance de aplicación del Modelo de Gestión del Aprendizaje en Casa propuesto en esta investigación parte de las necesidades sentidas de la comunidad educativa del Instituto Técnico Rafael García Herreros y del propio ideario conceptual de ENA, donde se destacan elementos claves que lo sustentan como mecanismo o estrategia institucional para adelantar el proceso enseñanza aprendizaje.
Proyectando el MGAC más allá de su uso específico en ENA área el sector rural, se debe tener en cuenta su potencialidad como herramienta para el ejercicio del derecho a la educación de niños, niñas y adolescentes con diferentes tipos de discapacidad pues al contar con ese modelo podrían cursar sus estudios en sus hogares contando con el acompañamiento de sus familiares o asesores de apoyo
Background: At the international level, there are antecedents referring to the changes and contributions of the new school from a perspective of applicability as an educational model in the world, recognizing the adoption of this model in the Latin American sphere from the sense of applicability and usefulness of the model, as well as from the perspective of arrival, evolution and consolidation of the New School in Latin America. Going to the national level, the studies that have the Escuela Nueva as their center of interest stand out from the vision of contribution to educational quality. Finally, at the local level, two investigations stand out that are closely related to the subject of study by having the Spanish language area as a focal point. Objective: General Objective: to design a learning management model at home according to Escuela Nueva Activa, to improve the academic performance in Spanish Language of the 4th grade students of the Rafael García Herreros Technical Institute. Specific objectives: • Identify the factors that affect the learning at home of the 4th grade students of the Rafael García Herreros Technical Institute and affect their academic performance in the area of Spanish Language. • Establish the lines of action of the home learning management model based on the guidelines proposed by the Ministry of Education for Escuela Nueva Activa – ENA and the reality of the environment of the 4th grade students of the Rafael García Herreros Technical Institute. • Propose a work plan as a guiding design for the development of the home learning management model proposed in the primary schools of the Rafael García Herreros Technical Institute Materials and Methods: For the development of the research, the interpretive paradigm was taken as a basis, the approach was qualitative and the ethnographic method. In the development of the research, two techniques were used: semi-structured interview and documentary review, with their respective instruments that are closely linked to the specific objectives set. Taking into account that in qualitative research the analysis and interpretation of the results is fundamental, the information collected had a qualitative treatment carried out through analysis matrices according to each objective, categories, subcategories and dimensions previously outlined for the research project. Results: It was found that among the factors that affect students' learning at home, the following stand out: motivation, which is not a strength in the daily life of the Spanish language teaching-learning environment, since elements such as poor reading comprehension, themes and activities give rise to to personal factors such as apathy towards the subject; students do not have a physical study space that allows them to adequately develop school work, because in addition to being variable and shared, it specifically does not allow them to organize their academic chores; the materials and resources for study, it was determined that they are insufficient and inadequate; none of the students have a computer or tablet to do their homework, or at least their own cell phone that allows direct communication with the teachers. On the other hand, the teaching process that is carried out in the non-attendance is totally standardized, characterized by the sending of guides that must then be returned for evaluation and feedback when there is one. To establish the lines of action of the home learning management model, the existence of ENA guiding guidelines of a structural and operational nature was taken into account, which generally demarcate the actions of the educational institution, however adapting the guidelines to reality. of the students, it was found that the application of the ENA guidelines for homework is minimal, taking into account that the vast majority of these are only partially present or absent in the academic actions that are carried out in the school. home by the three direct educational agents: teacher, student, family. From this, they identified the opportunities for improvement that lead to compliance with the ENA guidelines, giving rise to the establishment of 3 lines of action for the MGAC: Conceptual, Procedural and Instrumental. Finally, the work plan was proposed as a guiding tool for the development of the home learning management model, which consisted of structuring the three lines of action, defining the following elements: definition, general objective, functional objectives and proposed elements that they make it up. Conclusions: Learning at home is not at all a new concept in Colombia or in the world. However, what was new was its obligatory and generalized implementation as an educational alternative in the face of an unexpected situation that left attendance out of its range of daily action. By having a Home Learning Management Model, educational institutions would have the logistical capacity to respond efficiently and in a timely manner to recognized or unexpected situations in their social environment. This is especially important or valuable for rural areas where there are sociocultural characteristics that limit school attendance in the classroom. The origin and scope of application of the Home Learning Management Model proposed in this research stems from the felt needs of the educational community of the Rafael García Herreros Technical Institute and from ENA's own conceptual ideology, where key elements that support it as mechanism or institutional strategy to advance the teaching-learning process. Projecting the MGAC beyond its specific use in ENA in the rural sector, its potential as a tool for the exercise of the right to education of children and adolescents with different types of disabilities must be taken into account, since having this model They could study at home with the help of their relatives or support advisors.
Background: At the international level, there are antecedents referring to the changes and contributions of the new school from a perspective of applicability as an educational model in the world, recognizing the adoption of this model in the Latin American sphere from the sense of applicability and usefulness of the model, as well as from the perspective of arrival, evolution and consolidation of the New School in Latin America. Going to the national level, the studies that have the Escuela Nueva as their center of interest stand out from the vision of contribution to educational quality. Finally, at the local level, two investigations stand out that are closely related to the subject of study by having the Spanish language area as a focal point. Objective: General Objective: to design a learning management model at home according to Escuela Nueva Activa, to improve the academic performance in Spanish Language of the 4th grade students of the Rafael García Herreros Technical Institute. Specific objectives: • Identify the factors that affect the learning at home of the 4th grade students of the Rafael García Herreros Technical Institute and affect their academic performance in the area of Spanish Language. • Establish the lines of action of the home learning management model based on the guidelines proposed by the Ministry of Education for Escuela Nueva Activa – ENA and the reality of the environment of the 4th grade students of the Rafael García Herreros Technical Institute. • Propose a work plan as a guiding design for the development of the home learning management model proposed in the primary schools of the Rafael García Herreros Technical Institute Materials and Methods: For the development of the research, the interpretive paradigm was taken as a basis, the approach was qualitative and the ethnographic method. In the development of the research, two techniques were used: semi-structured interview and documentary review, with their respective instruments that are closely linked to the specific objectives set. Taking into account that in qualitative research the analysis and interpretation of the results is fundamental, the information collected had a qualitative treatment carried out through analysis matrices according to each objective, categories, subcategories and dimensions previously outlined for the research project. Results: It was found that among the factors that affect students' learning at home, the following stand out: motivation, which is not a strength in the daily life of the Spanish language teaching-learning environment, since elements such as poor reading comprehension, themes and activities give rise to to personal factors such as apathy towards the subject; students do not have a physical study space that allows them to adequately develop school work, because in addition to being variable and shared, it specifically does not allow them to organize their academic chores; the materials and resources for study, it was determined that they are insufficient and inadequate; none of the students have a computer or tablet to do their homework, or at least their own cell phone that allows direct communication with the teachers. On the other hand, the teaching process that is carried out in the non-attendance is totally standardized, characterized by the sending of guides that must then be returned for evaluation and feedback when there is one. To establish the lines of action of the home learning management model, the existence of ENA guiding guidelines of a structural and operational nature was taken into account, which generally demarcate the actions of the educational institution, however adapting the guidelines to reality. of the students, it was found that the application of the ENA guidelines for homework is minimal, taking into account that the vast majority of these are only partially present or absent in the academic actions that are carried out in the school. home by the three direct educational agents: teacher, student, family. From this, they identified the opportunities for improvement that lead to compliance with the ENA guidelines, giving rise to the establishment of 3 lines of action for the MGAC: Conceptual, Procedural and Instrumental. Finally, the work plan was proposed as a guiding tool for the development of the home learning management model, which consisted of structuring the three lines of action, defining the following elements: definition, general objective, functional objectives and proposed elements that they make it up. Conclusions: Learning at home is not at all a new concept in Colombia or in the world. However, what was new was its obligatory and generalized implementation as an educational alternative in the face of an unexpected situation that left attendance out of its range of daily action. By having a Home Learning Management Model, educational institutions would have the logistical capacity to respond efficiently and in a timely manner to recognized or unexpected situations in their social environment. This is especially important or valuable for rural areas where there are sociocultural characteristics that limit school attendance in the classroom. The origin and scope of application of the Home Learning Management Model proposed in this research stems from the felt needs of the educational community of the Rafael García Herreros Technical Institute and from ENA's own conceptual ideology, where key elements that support it as mechanism or institutional strategy to advance the teaching-learning process. Projecting the MGAC beyond its specific use in ENA in the rural sector, its potential as a tool for the exercise of the right to education of children and adolescents with different types of disabilities must be taken into account, since having this model They could study at home with the help of their relatives or support advisors.
Descripción
Palabras clave
Modelo de gestión, Aprendizaje en casa, Aprendizaje, Escuela nueva activa, Management model, Learning at home, Learning, Active new school
