Browsing by Author "Araujo Flores, Nilson Patricio"

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El acoso escolar en estudiantes de educación general básica: estrategias para su prevención
(2017) Loja Guillermo, Jéssica Pamela; Araujo Flores, Nilson Patricio
The work called “School Bullying on students from Basic General Education: Strategies for preventing it” has as its main objective to determine the main characteristics of school bullying and at the same time it proposes some strategies in order to prevent this social problem in schools. This study is based on a bibliographic analysis because it discusses the features, typology, causes and consequences of school bullying between students and students, teachers and students. This investigation was carried out by the use of some literature review, scientific magazines, previous studies, documents, journals from internet, etc. The information collected was selected and organized according to its importance and relevance. The study of this work allows to determine that the school bullying is a serious issue at schools of our society. In addition, this study analyses ways to prevent it so that this problem can be eradicated from the beginning and students can live in a safe place. For this reason, this work discusses some strategies which could be useful to stop or reduce the school bullying at schools.
Actitudes del docente frente a la diversidad cultural de sus estudiantes
(Universidad de Cuenca, 2019-12-12) Alvarez Montaño, Magali Teresita; Fajardo Cabrera, Priscila Elizabeth; Araujo Flores, Nilson Patricio
In different investigations carried out in the educational field, cultural diversity, and teaching teachers’ attitudes are considered key elements to enrich and transform primary education. This monograph aims to explain based on a bibliographic review different teaching attitudes towards the cultural diversity of students and their influence on them. First, a conceptualization of the most relevant terms of cultural diversity in the school environment is committed. Then, different teaching teachers ‘attitudes towards students in cultural culture are identified. Finally, it is explained how the teacher's attitudes are manifested towards the cultural diversity of his or her students; To determine the influence of the favorable and unfavorable attitudes of the teacher in students of different cultures, which have a positive or negative impact on the students' formation process. It concludes that there are two large groups of attitudes through which teachers oppose the cultural diversity of their students. These attitudes are positive or favorable and negative or unfavorable. Determining that the first of these is essential to enrich the educational process, establish a good climate in the classroom and strengthen the links between teachers and students.
El aprendizaje cooperativo como estrategia para desarrollar la inteligencia interpersonal en Educación General Básica
(2015) Loja Caguana, Miriam Eulalia; Miranda Rodríguez, Diana Verónica; Araujo Flores, Nilson Patricio
This research explores the relationship between development and interpersonal intelligence and cooperative learning. Therefore, in this paper we will develop categories such as cooperative learning and interpersonal intelligence, for which the first category will discuss its definition, the use of small groups and the elements that allow a good organization of the groups. In the same way, we talk about interpersonal intelligence, as a number of capabilities that enable humans to interpret the intentions of others, adapt and interact with peers. Within a cooperative-type work are essential aspects of interpersonal intelligence and empathy, relationships with others, learning to live together and creating environments for dialogue. These aspects should be mediated not only by teachers but by students, since each one is responsible for their learning involving others. From this, certain conditions, patterns of organization and both cooperative learning techniques and interpersonal intelligence is established, students must take into account and used to enhance teamwork and to promote social skills in each, enabling psycho- social development.
Bienestar e involucramiento de niños de básica elemental una mirada desde los rincones de aprendizaje
(Universidad de Cuenca, 2023-03-21) Zamora Rodríguez, Isabel Pastora; Araujo Flores, Nilson Patricio
The present investigative work studied the concepts of well-being and involvement of Elementary School children, a look from the implementation of learning corners. Because, its field of action is not only related to its methodological character, but also from its application in the school in relation to other factors that intervene in the teaching-learning process. For this reason, this monographic research has been proposed as an objective, to demonstrate bibliographically the relationship of the learning corners with the improvement of the well-being and involvement of the children of Elementary School. To do this, a bibliographic review has been developed from the recovery and analysis of physical and digital texts such as: master's theses, doctoral thesis and articles. From the analysis of the information collected, it was possible to establish a characterization of well-being and involvement, as well as the importance of learning corners for educational processes within classroom environments. In the same way, some characteristics of teaching performance are described in terms of the use of learning corners within the learning process of Elementary School boys and girls. Therefore, it is concluded that the use of learning corners in Elementary School encourages and enhances freedom, autonomy, decision-making and self-regulation. Key factors that allow improving the well-being and involvement of infants. All this in close relation to the spontaneous and interactive game that occurs within the corners. The same ones that generate learning opportunities for all.
El buen trato en niños de educación inicial
(2012) Atiencia Angamarca, Sandra; Araujo Flores, Nilson Patricio
Concepciones docentes sobre educación en derechos humanos en básica media
(Universidad de Cuenca, 2024-02-27) Méndez Cando, Dennis Marlene; Pelaez Alvarez, Mayra Alejandra; Araujo Flores, Nilson Patricio
Education is recognized as a tool of development and reflection for a better society. It goes beyond the academic content, focusing on values such as justice, peace, respect for diversity, and sustainable development. In this context, education in human rights is important, as it seeks to promote self-consciousness about one’s rights and those of others to guarantee fulfillment. Furthermore, it must be continuous and dynamic, establishing a relationship with the different experiences of the students. However, some educators opt for the development of cognitive skills and content unrelated to current issues. Also, they address human rights only when conflicts emerge, and they focus mainly on the lower- elementary level. For this reason, the objective of this qualitative research is to know the different perceptions of teachers about human rights in middle-elementary schools. In order to achieve this, observations and interviews were carried out with 6 teachers in an educational institution located in the city of Cuenca. The findings revealed that educators hold diverse conceptions about human rights and their education, which are formed by personal, social, professional, and moral factors. Teachers conceive human rights from the natural idea of a law to a historical-cultural vision. Likewise, they conceive that educating in human rights helps to promote peace, develop competencies, and guarantee a comprehensive education that values diversity. Predominantly, educators, associate human rights education with the teaching of values, and behavioral norms and they advocate for continuous practice in all the stages of education.
El ejercicio del derecho a la educación desde la educación semipresencial
(2019-02-13) Guazha Lema, Gloria Esther; Guerrero Merchán, María del Carmen; Araujo Flores, Nilson Patricio
This monograph analyzes the contribution that Semipresencial education makes to the exercise of the right to education. This work aims to show the relationship between these two categories from a research and bibliographic analysis. First, the history of the right to education is investigated, the different regulations in which it is supported and the four criteria that evaluate the quality of education: affordability, adaptability, acceptability and accessibility. Then, the second blended learning category is presented, which includes studies on programs that exist in some Latin American countries that provide education for people with unfinished schooling. The conceptualization, characteristics and purpose of this study modality are also described. After the analysis of the two categories, the relationship between the exercise of the right to education and blended learning can be established, since this is an alternative for the right to education, access to young people and adults who in their time they deserted from the ordinary educational system. In order to have more details of the reality of Ecuador, statistical data of students attending an ordinary and extraordinary education are presented. Programs and institutions that provide Blended Education are included; however, it is not about satisfying their needs. It is concluded that the programs become more flexible in the methodological strategies and in the requirements so that they can be implemented in strategies of international programs that may be feasible to work in Ecuador
El ejercicio de una ciudadanía democrática, en la escuela desde una visión ético crítica de orientación freireana
(Universidad de Cuenca, 2021-09-29) Juca Ortega, María Belén; Araujo Flores, Nilson Patricio
The following monograph titled: "The exercise of a democratic citizenship in school from a Freirean oriented critical-ethical vision" is part of the education and citizenship field. It is a descriptive bibliographic research work that was made with the purpose of completing the Basic Education Degree at the University of Cuenca and deals with two career-relevant categories: democratic citizenship at school and Freirean oriented critical ethical vision. This research aims to analyze how the critical ethical vision contributes in the construction of a democratic citizenship on Basic Education students. To achieve this, various bibliographic sources referring to the subject have been investigated. This monograph is organized in three chapters. In the first chapter, we will take a closer look to the exercise of democratic citizenship at school. The second chapter focuses on what a vision of critical ethical education based on Freirean oriented pedagogical thought consists of. Finally, in the third chapter, after analyzing the two categories that make up monographic work's theme, it is concluded that exercising democratic citizenship at school is a process of constant construction that coincides with several elements of the Freirean oriented vision of critical ethical education such as starting from the context, recovery of the student's experience, and other people's valuation as subjects of rights, which allows the construction and transformation of ethical and political citizens.
El nuevo modelo de gestión educativa y su articulación con una educación intercultural bilingüe en el Ecuador
(Universidad de Cuenca, 2022-03-09) Astudillo Pañi, Jonnathan Daniel; Araujo Flores, Nilson Patricio
This monograph entitled: "The New Model of Educational Management and its articulation with an Intercultural Bilingual Education in Ecuador" is located within the field of education, interculturality, and Intercultural Bilingual Education. It is a descriptive bibliographic research work that is carried out to analyze to what extent the New Model of Educational Management allows encounters with the proposal of Intercultural Bilingual Education. For this, diverse bibliographic sources referring to the subject have been investigated. The monograph is organized into three chapters. The first chapter characterizes Intercultural Bilingual Education in Latin America and Ecuador. The second chapter focuses on describing the New Educational Management Model and its implementation in Ecuador. Finally, in the third chapter, it is determined bibliographically if the New Model of Educational Management allows encounters with the approaches and principles of Intercultural Bilingual Education, it is concluded that even though various programs, laws, reforms, and policies have been developed that propose to guarantee and ensure compliance with the right to a quality and warm education, taking into account local and cultural realities, in reality, a homogeneous project is being promoted in which indigenous peoples and nations are introduced to the school through a process of homogenization based on the hegemonic culture, making their language and culture invisible, and threatening their educational freedom and the right of people to learn in their language and cultural context
El rol del docente frente al acoso escolar entre pares en Educación General Básica
(Universidad de Cuenca, 2021-05-19) Gavilanes Castrillón, María Belén; Araujo Flores, Nilson Patricio
The present monograph intends to determine from a bibliographic and theoretical analysis the role of the teacher in order to achieve an integral education that allows the student to develop both cognitive and social skills in bullying situations among peers in the educational field in Educación General Básica. In this sense, it is explained what bullying among peers that occurs in the classroom consists of, also to know which are its actors, the types of bullying and the cases that occur in our local and national context. Additionally, the importance of the teacher and the strategies that can be used when dealing with bullying situations in the classroom are analyzed. In this way, contributions of authors such as Olweus, Ortega, Legue, Alliaud, among others who have conducted studies on bullying and the role of the teacher have been consulted, finding as results that these situations influence the students’ development as they can cause problems of low self-esteem, loss of interest in studies, low academic performance and therefore school failure. For this reason, about these situations teachers should have the necessary tools to address these problems, so that preventive strategies and practical guidelines can be applied in classrooms. Finally, education for peace is considered as an instrument that generates peaceful alternatives for conflict resolution in the classroom.
Estado del arte sobre la implementación del enfoque de género en las escuelas
(Universidad de Cuenca, 2023-01-31) Gutiérrez Bedón, Vanessa del Cisne; Araujo Flores, Nilson Patricio
The present monograph is located within the educational field, specifically with regard to the vision and execution of gender, which is why it has been proposed as an objective to analyze the theoretical perspectives on the implementation of the gender approach in Latin American schools. In order to fulfill this purpose, a descriptive documentary research was carried out substantiated on the review of relevant bibliographic material and addresses two central categories for education: a) trajectories of the gender approach in schools, b) limitations and advances in the inclusion of gender focus in education, that guide in the analysis and synthesis of the founded relevant information. In this way, the development of this monograph show that in Ecuador and Latinoamerica, the implementation of gender in the schools from 70s until the present was pushed through different agreements that has sense with the equal rights and respect to individual differences. Also, through various policies, plans, agreements, laws, codes, it has been agreed in education to move towards inclusion and gender equality, but there is a lack of strategies to help with the gender and learning gaps that still persist. Finally, when analyzing several researches carried out by different authors in Latin America, the need to promote equality, to define transversal approaches and to put into practice the gender perspective in education is highlighted; but it is also perceived that some teachers use sexist and non-inclusive language, stereotypes are transmitted and there are disputes about gender and feminism.
Estilos de crianza parentales en familias indígenas Cañaris inmigrantes en Cuenca
(2016) Araujo Flores, Nilson Patricio; Sarmiento Jara, María Verónica
This research is qualitative court, level exploratory-descriptive, whose purpose is to identify parenting styles Canaris indigenous migrant families in Cuenca, and characterize the family structure of these families; for which two instruments are applied.To obtain information about styles of parental rearing worked with some questionnaire items Susana Torío (2008), especially paragraphs educational attitudinal trends, the items were used as queries in a semistructured interview for the characterization; of the structure family worked with a semistructured interview called the family structure of the child victim and perpetrator of bullying, made by Ordonez and Mazon (2014) , these instruments were applied to five indigenous families living in Cuenca about 10 years. The results show an educational attitudinal tendency of parents to care for their children of flexible/democratic court. Regarding the reference to sub conjugal family structure limits and flexible system boundaries are evident, however building rules are not clear, a situation that could be framed in its capacity as migration and adaptation process.Within the parental subsystem boundaries, hierarchies and rules are flexible borders.The descriptive role and emotional role in the study families focus mainly on the mother but the father also is involved in the process of socialization of children.
Estrategias didácticas de trabajo en el aula con niños y niñas con problemas de atención
(2014) Cedeño Marín, Betsy del Rocío; Guncay Caguana, Andrea Jackeline; Araujo Flores, Nilson Patricio
The next work aims to provide some teaching strategiesdirected teachers to work with children with attention problems,In third basic year of education,With emphasis on the game as fun tool for learning and natural element;also searches to identify key elements that facilitate inclusive education; for which the teacher's role is emphasized as fundamental element in the processes of inclusion, then define some principles of an inclusive curriculum. With this background, this monograph begins from a bibliographic study, that intended to provide a tool which revitalise the educational practice and the inclusion of all students, allowing in this way, to induce the teacher in the art of teaching through play,proposingdidactic strategies that respond to a specific knowledge located in the third year of basic education, it attends the educational diversity in special, those who have difficulties in attention and memory processes, important factors to be taken into consideration in the human group which you work. This monograph ends with the presentation of a mini strategy guide for working with children of third basic year. The summary of the didactic strategies are part of the areas of knowledge of mathematics, natural and social environment, language and literature, these strategies are specified in a clear and concise manner for use in the classroom, because it includes specific objectives for the development of skills with performance criteria and application process for achieving of these.
Estrategias didácticas para el aprendizaje de las fracciones en matemáticas
(2017) Cárdenas Solano, Carlos Alfredo; Sari Albarracín, Elizabeth Patricia; Araujo Flores, Nilson Patricio
The present proposal of innovation aims to propose strategies to improve the academic level of the students of the fifth general basic education, of the educational unit "San Francisco". The proposal is based on the learning of fractions considering their different interpretations and the constructivist learning process of mathematics. In order to elaborate this proposal a diagnosis was made through two tools: a diagnostic test to the students; and an interview with the classroom teacher. Obtaining as results that the majority of the students presents difficulties in the learning of the fractions, not identifying its concept, its usefulness and the different interpretations that compose it. Considering this, and based on the constructivist theory of the learning of mathematics and the Kieren (1980) model of the interpretations of the fractions, we elaborate the proposal starting from the use of concrete material and the resolution of problems; In addition to proposing activities that provide the experience of measuring, distributing and operating fractions, allowing students to better develop the concept of fraction. Finally the proposal was socialized with the teaching plant of the morning section of the educational unit.
Estrategias didácticas para fortalecer la interculturalidad en el aula
(2015) Landy Tepán, Jessica Daniela; Martos Chuisaca, Jenny Verónica; Araujo Flores, Nilson Patricio
Education is a right of all people, without distinguish their culture, nationality, gender, religion, etc. With this premise, educational institutions seek to guarantee an education without discrimination and promoting respect for diverse cultural manifestations found in the classroom. In such a way that teaching is the need to incorporate strategies that create a school interaction in an atmosphere of mutual tolerance and enhance the development of skills and abilities in students, looking for a peaceful coexistence. Using teaching strategies in educational practice allow intercultural exchange. The teacher obtains advantage of the opportunities to promote moments of mutual learning, because each student comes from different realities and contexts, enabling a range of games that help reinforce the interculturalidad. This paper discloses the importance of interculturalidad education through the collection and analysis of teaching strategies in the classroom. Then dialogue is the main mediator that promotes coexistence and the strengthening of respect for different cultures, becoming the central focus of the educational process. To this end, the teacher should to provide a framework of harmony, moral values and dialogue with all stakeholders during their professional work. All this for to create environments that facilitate the coexistence, for the benefit of the development of the students.
Experiencias docentes de básica media respecto a la resolución de conflictos en el aula de las escuelas fiscomisionales en la ciudad de Cuenca
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-10-22) Freire Contreras, Sofia; Tenelema Tamay, Lucinda Maribel; Araujo Flores, Nilson Patricio
This research paper addresses the persistence of school conflicts in educational institutions, which continue to negatively affect both coexistence and the teaching-learning process, despite the existence of regulations and intervention protocols. This issue revealed the need to explore how future teachers face and resolve conflicts that arise in their daily practice. Therefore, the purpose of this study was to explore the experiences of lower secondary school teachers regarding conflict resolution in the classrooms of faith-based schools in the city of Cuenca. Specific objectives were set to describe the causes and consequences of classroom conflicts, identify their characteristics, and analyze the strategies used by teachers for their resolution. A qualitative approach was adopted, with a phenomenological design and a hermeneutic-interpretative paradigm. Semi-structured interviews were conducted with 11 lower secondary teachers from two faith-based educational institutions. The main findings showed that teachers perceive conflict as a natural, relational, and contextual dynamic, influenced by personal, social, and school-related factors, and resolved through dialogue, reflection, and agreements with students. In conclusion, although teachers recognize conflict as a natural part of school coexistence and demonstrate openness to restorative practices, their understanding remains partial and is limited by negative perceptions, which hinders effective resolution.
Guía didáctica para el aprendizaje crítico de los derechos de los niños a través del trabajo cooperativo
(Universidad de Cuenca, 2020-02-28) García Rojas, Gladys Maritza; Guzñay Guzmán, Johanna Elizabeth; Araujo Flores, Nilson Patricio
By considering education as a priority and fundamental axis for the integral development of human beings, their ability to transform the subjects that relate to it is recognized. In this sense, education becomes a priority that among its objectives seeks the emancipation of the subjects and the formation of ethical and critical citizens, for this reason education is configured as a social imperative that seeks to form subjects capable of reflecting and acting in the face of injustices that violate their status as subjects of law. Given this situation and recognizing the importance of Human Rights Education, there is an interest in knowing the reality that children live in school. For this reason, the present proposal of educational innovation is proposed for which a diagnosis was made through the use of two techniques for the collection of information: focus groups with students and an interview with the classroom teacher, the diagnosis was made in the “Arcoíris” school in the city of Cuenca, province of Azuay, taking as reference the Fourth grade of EGB in the morning section. After the application of the instruments, an analysis and interpretation of the results obtained was carried out, and it was possible to show that the human rights training that children are receiving in classrooms and the strategies used for teaching are not sufficient for training as subjects of law. With this information, a proposal for educational innovation aimed at the exercise of Children's Rights was supported, supported by critical theory and Human Rights Education, using cooperative work as a teaching strategy.
La disciplina como construcción de autonomía del estudiante desde el ejercicio de derechos en la vida escolar
(Universidad de Cuenca, 2022-01-20) Tenemaza Chimbo, Daysi Vanessa; Araujo Flores, Nilson Patricio
This monograph work is located in the field of Human Rights Education, its objective is to determine how the development of the discipline from Education in Human Rights helps to build student autonomy. For this, a bibliographic study is carried out which consists of the recovery, ordering, and analysis of primary and secondary sources, such as articles, digital and physical books, master´s theses, or doctorates that were relevant and reliable. Therefore, understanding and knowing how autonomy can be worked from the exercise of Human Rights ia an important aspect for the teacher, because it encourages a healthy coexistence for the learning of children, which allows the solution of classroom probllems from the recognition and resspect of the dignity of each of those involved in the educational act. Finally, the study concludes that the principles of a Human Rights Education that are related to Freire´s ethical-critical approach guide the teacher to start from these principles and take them as the guidelines to build a discipline that fosters autonomy in boys and girls from the exercise of Rights, to generate good coexistence in classrooms where students asume their freedom with responsibility and do not confuse it with permissiveness
La importancia de la ética en la formación inicial de los docentes de Educación Básica
(Universidad de Cuenca, 2022-02-22) Urgilés Jácome, Dayra Vanessa; Fernández Méndez, Mónica Gabriela; Araujo Flores, Nilson Patricio
This monograph is located in the field of education regarding initial teacher training and aims to bibliographically determine the importance of ethics in the initial training of Basic Education teachers. For this, we proceeded to review, characterize and analyze different bibliographic sources, both physical and virtual, which allowed a better understanding and distribution of the content. In the first place, an investigation was carried out regarding the conceptualization and theoretical principles of ethics and its relationship with the teaching profession. Second, it investigated initial teacher training, its historical background, its concept and implications both nationally and internationally. Third, we proceeded to determine the relationship of these two categories, that is, all ethical aspects such as principles, concepts and ethical competencies that must be taken into account in initial teacher training plans. Finally, it was concluded that ethics is a relevant factor for initial teacher training, since its contributions allow future teachers to acquire ethical attitudes and competencies, this enables them to be prepared for the different areas that are presented to them, such as having the capacity to reflect from the reality of the students through more humane approaches within the educational process. However, in reality, ethics is not studied in depth in initial teacher training plans, which affects the integral training process of future teachers by disconnecting theory from practice itself from ethics.
La interculturalidad en los textos avalados por el Ministerio de Educación del Ecuador en las cuatro áreas básicas de conocimiento para séptimo año
(Universidad de Cuenca, 2024-09-03) Mauricio Sebastián Ochoa Carchipulla; Erika Priscila Uchu Jimbo; Araujo Flores, Nilson Patricio
In Ecuador's multicultural and plurinational context, promoting interculturality in education is crucial to fostering respect and harmonious coexistence and constructing a more just and inclusive society. Intercultural education is established as a transversal axis of the national curriculum, which implies developing skills and attitudes that allow understanding, valuing, and appreciating the richness of the different worldviews, traditions, and ways of life present in the country through the various areas of knowledge. In this scenery, school textbooks play a fundamental role as pedagogical instruments capable of reflecting and transmitting interculturality. For this reason, this research focuses on analyzing how texts in Language and Literature, Mathematics, Natural Sciences, and Social Sciences, endorsed by the Ministry of Education, address interculturality in their content and illustrations. A qualitative methodology with a descriptive scope was utilized, and the content analysis technique was employed to analyze the texts. The study's main findings reveal that the Social Studies text addresses interculturality from a perspective that recognizes the importance of the contributions of the various groups that inhabit the country in different areas. In addition, there is evidence of significant progress in the treatment of interculturality in education; however, challenges remain to be faced since there is a marked difference in its implementation in the contents and illustrations in the areas of Mathematics and Natural Sciences.