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Prácticas inclusivas y su incidencia en las relaciones sociales de la Escuela de Educación Básica Pedro Pablo Egües Baquerizo
| dc.contributor.advisor | Gisella Blaschke Guillen | |
| dc.contributor.author | MUÑOZ CAMPOZANO EVELYN IVANNA | |
| dc.contributor.author | VERA LANDA MABEL DEYANIRA | |
| dc.date.accessioned | 2024-04-15T17:21:34Z | |
| dc.date.available | 2024-04-15T17:21:34Z | |
| dc.date.issued | 2024 | |
| dc.identifier.uri | http://dspace.utb.edu.ec/handle/49000/16177 | |
| dc.description | This project will focus its study on the implementation of inclusive practices and the significant impact that these will have on the social relationships of the students of the “Pedro Pablo Egües Baquerizo” Basic Education School. At the “Pedro Pablo Egües Baquerizo” Basic Education School, at the Aguas Frías Campus in Medellín, Ventanas Canton, students have noted a certain difficulty when relating to their environment, this includes their classmates, teachers, administrative staff and other educational actors, which simultaneously influences their learning process in a negative way. As a result of the surveys carried out with the teachers of said institution, it was evident that a very low percentage of teachers make use of methodological and didactic strategies with an inclusive approach, in the same way it was evident that the majority of teachers emphasize that Students acquire theoretical knowledge and more than practical knowledge in a classroom, which causes them to neglect the social side by denying them the possibility of interacting with their environment. That is why this project seeks to encourage teachers to seek and implement a series of inclusive practices in order to encourage students and help them relate in a positive way to their environment since this directly affects their learning process. teaching - learning, by providing them with an adequate environment and providing them with the necessary tools, we will make them social, thinking and productive beings. | es_ES |
| dc.description | This project will focus its study on the implementation of inclusive practices and the significant impact that these will have on the social relationships of the students of the “Pedro Pablo Egües Baquerizo” Basic Education School. At the “Pedro Pablo Egües Baquerizo” Basic Education School, at the Aguas Frías Campus in Medellín, Ventanas Canton, students have noted a certain difficulty when relating to their environment, this includes their classmates, teachers, administrative staff and other educational actors, which simultaneously influences their learning process in a negative way. As a result of the surveys carried out with the teachers of said institution, it was evident that a very low percentage of teachers make use of methodological and didactic strategies with an inclusive approach, in the same way it was evident that the majority of teachers emphasize that Students acquire theoretical knowledge and more than practical knowledge in a classroom, which causes them to neglect the social side by denying them the possibility of interacting with their environment. That is why this project seeks to encourage teachers to seek and implement a series of inclusive practices in order to encourage students and help them relate in a positive way to their environment since this directly affects their learning process. teaching - learning, by providing them with an adequate environment and providing them with the necessary tools, we will make them social, thinking and productive beings. | es_ES |
| dc.description.abstract | En la Escuela de Educación Básica “Pedro Pablo Egües Baquerizo”, del Recinto Aguas Frías de Medellín del Cantón Ventanas, los estudiantes han denotado una cierta dificultad al momento de relacionarse con su entorno, esto incluye a sus compañeros de clases, docentes, personal administrativo y demás actores educativos lo que influye al tiempo de una manera negativa en su proceso de aprendizaje. Como resultados de las encuestas realizadas a los docentes de dicha institución se evidencio que un porcentaje muy bajo de los docentes hace uso de estrategias metodológicas y didácticas con un enfoque inclusivo, de la misma manera se evidencio que la mayoría de los docentes hace énfasis en que los educandos adquieran conocimientos teóricos y dentro de un salón de clases más que prácticos lo que hace que descuiden el lado social al negarles la posibilidad de relacionarse con su entorno. Es por eso que mediante este proyecto se busca incentivar a los docentes a buscar e implementar una serie de prácticas inclusivas con el fin de incentivar a los estudiantes y ayudarlos a relacionarse de una manera positiva con su entorno ya que esto afecta directamente a su proceso de enseñanza - aprendizaje, al proporcionárseles un ambiente adecuado y brindarles las herramientas necesarias haremos de ellos seres sociales, pensantes y productivos. | es_ES |
| dc.format.extent | 71p. | es_ES |
| dc.language.iso | es | es_ES |
| dc.publisher | BABAHOYO | es_ES |
| dc.relation.ispartofseries | TIC-UTB-FCJSE-EBAS-000080; | |
| dc.rights | Atribución-NoComercial-SinDerivadas 3.0 Ecuador | * |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/3.0/ec/ | * |
| dc.subject | Practicas inclusivas | es_ES |
| dc.subject | relacionamiento social | es_ES |
| dc.subject | proceso enseñanza | es_ES |
| dc.subject.other | EDUCACIÓN | es_ES |
| dc.title | Prácticas inclusivas y su incidencia en las relaciones sociales de la Escuela de Educación Básica Pedro Pablo Egües Baquerizo | es_ES |
| dc.type | bachelorThesis | es_ES |
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