Browsing by Author "Reyes Pesántez, Gonzalo Eladio"

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Análisis de los centros de apoyo escolar implementados por el INFA, en la provincia del Azuay, en el período 2009-2010
(2010) Ordóñez Contreras, Pablo R.; Reyes Pesántez, Gonzalo Eladio
Aprender relaciones y funciones en el décimo año de educación general básica desde el modelo constructivista, utilizando autograph como una herramienta mediadora
(2014) Ramírez Yagual, Juan Pablo Isaías; Reyes Pesántez, Gonzalo Eladio
The national educational system of our country has been working on the implementation of new programs to be used in classrooms. This present investigation of how to learn mathematical relations and functions in the tenth grade with a constructivist model using Autograph as a mediating tool, provides a pedagogical tool for Mathematics teachers that will influence in the adequate use of the constructivist strategies and the TICs (Information Technology and Communications). To develop this proposal a theoretical framework is presented that aims to meet the general approaches to mathematics, constructiveness, and technology - courseware Autograph, in order for teachers and students to have alternative and innovative ways of work and resources that allow more autonomous and meaningful learning. The research was carried out in the private school UPSE, featured a sample of 240 students. The methods used in the research are combined between the inductive and deductive, with the implementation of the survey as a technique and the questionnaire as an instrument of investigation; obtaining the results that show the low utilization of constructive methods and the use of information technologies,which observes a minimum interest of students in learning mathematics. Consequently, in terms of teachers,it demonstrates in general a low level of knowledge in the management of ICT and a total lack of knowledge on the management of the educational software like the Autograph. In order to contribute to this weakness of the pedagogical and technological management, a guide was developed for the Relations and Functions Block with learning activities and strategies that incorporate the vision of the constructive model.
El aprendizaje basado en problemas como estrategia innovadora en educación general básica
(2015) García Pesántez, Karina Alexandra; Vélez Zamora, Paúl Leonidas; Reyes Pesántez, Gonzalo Eladio
The objective of this investigation is to demonstrate in theory the importance of Problem Based Learning as a methological strategy to innovate educational practices in elementary school´s education. The investigation methology was bibliographic, which pretended to give answers to the following questions: What is Problem Based Learning (PBL)? How to implement PBL in educational practices? What is the process to develop PBL? Is PBL applicable to all elementary school years? What´s the teacher´s roll in PBL? What´s the student´s function within PBL? What skills and abilities do the students adquire in the PBL´s process? This investigation confirms the importance of PBL as an innovative strategy within the teaching-learnning process in elementary schools. The methology prioritizes the proposal and solucion of a problem through student´s interests and needs, main participants of the formation process seeing from a constructive perspective.
Aprendizaje basado en problemas y desarrollo del aprendizaje autónomo
(2019-02-19) Arias Nugra, María Elena; Saeteros Narváez, Zoila Marlene; Reyes Pesántez, Gonzalo Eladio
This monograph is a work of literature compilation and analysis of information regarding the implementation of Problem Based Learning (hereinafter referred to as ABP) for the development of autonomous learning. According to this research and based on the constructivist pedagogical model, the ABP is described as a methodology where the approach of contextualized problems is the starting point for developing students skills of inquiry, selecting information, critical and reflective thinking skills and self - learning as initiative, planning, continuous learning, collaborative learning, setting times for each of the tasks and evaluation. In addition, the role played by the teacher as mediator and guide in the teaching and learning process, turn the student as an active subject able to construct their own knowledge autonomously described.
El auto aprendizaje como metodología alternativa en escuelas multigrado
(2015) Juela Quintuña, Luis Fernando; Matailo Pucha, Byron Rolando; Reyes Pesántez, Gonzalo Eladio
This monographic study attempted to answer the following questions in the field of didactics and curriculum management: what are the characteristics of the multigrade school? What is self-study? Why is it important Self-study within multigrade schools? What strategies and resources are most suitable for the development of self-learning in multigrade schools? For the effect bibliographic and documentary research methodology was used, mainly supported by summary sheets and graphic organizers. The process developed to achieve the proposed objectives is based on the investigation, collection, organization, analysis and interpretation of information and relevant data to this study. The developed research confirms the benefits of multigrade schools when the teacher manages the teaching practices and curriculum management in a properly way; so for example, self-learning is promoted, which favors other derived competences as: autonomy, solidarity, responsibility, self-discipline and study habits; important aspects further than school life.
Bienestar e involucramiento en el proceso de aprendizaje
(2011) Mora Cantos, Verónica Paola; Reyes Pesántez, Gonzalo Eladio
Concepciones y prácticas de los docentes de educación básica de la zona urbana de Cuenca sobre educación ambiental en el período educativo 2022-2023
(Universidad de Cuenca, 2023-09-11) Loja Saquipay, Angélica Guadalupe; Zenteno Bonilla, Paúl Sebastián; Reyes Pesántez, Gonzalo Eladio
Environmental education requires innovative approaches and practices to have a significant impact in school settings. This study focuses on the conceptions and practices of basic education teachers regarding environmental education. The main objective of the research was to understand the conceptions and practices of teachers in an urban educational institution in the city of Cuenca, Ecuador, in relation to environmental education. A qualitative approach and a phenomenological design were used to explore the common experiences and perspectives of teachers regarding environmental education through semi-structured interviews. Eight elementary basic education teachers, both male and female, participated in the research. Through qualitative data analysis, it was found that teachers expressed a desire for environmental education to have a greater presence in basic education. However, experiences related to this topic were scarce, with a lack of reflective focus and a predominance of conventional educational practices such as creating gardens, giving talks, and debates, both at an individual and institutional level. Based on the findings, it is relevant to recommend promoting greater reflection in educational practices and fostering innovative approaches that integrate environmental education in a cross-cutting manner at levels of basic education. This will contribute to raising awareness and promoting environmental action in society.
El cuento como estrategia motivadora para la lectura en segundo año de EGB
(2017) Quevedo Montenegro, César Manuel; Reyes Pesántez, Gonzalo Eladio
In this work “the story as a motivating strategy to read for the second level in BGE” has the objective to set the use of the story as a motivating strategy to read for second year’s students in Basic General Education, justifying the reasons for this approach. This planning corresponds to a bibliography research since it analyzes different characteristics that a story has and set some suggestions to be developed with children to foment the reader habit. The development of this work was done through the correct consult of different materials such as scientific magazines, books, internet documents, investigation works, and so on. Later it will be systematizes to write the present document. In conclusion, it was possible to determine that the story has many benefits for the integral development of a child and constitutes an excellent resource to promote the reader habit in infants
El modelo pedagógico constructivista: teorías y prácticas para la educación básica
(Universidad de Cuenca, 2022-02-09) Reyes Barreto, Samantha Carolina; Reyes Pesántez, Gonzalo Eladio
The constructivist pedagogical model enables a better understanding of how knowledge is generated in the learner, while recognizing the student as the main actor in the teaching and learning process and exposes the different possibilities of creating more meaningful learning. Despite its conceptual development and its acceptance in the pedagogical discourse, it would seem that it does not reach the daily classroom practices, or at least not at the levels we would expect. For this reason, the purpose of this monographic work is to demonstrate bibliographically the contributions of the constructivist pedagogical model in education, in order to project an alternative proposal for teaching and learning in the field of basic education. In order to carry out the proposed objective, a documentary and bibliographic research was carried out, selecting and compiling information by means of critical and analytical reading of different documents and bibliographic materials. Subsequent to this process, summary cards were made in order to analyze and compare the information found and thus be able to develop each of the chapters. Therefore, this monographic work made it possible to know the contributions and implications of a constructivist pedagogical methodology in the educational field, considering the student as a protagonist in the teaching and learning process and as his own constructor of his knowledge through the compilation of previous knowledge and experiences.
El perfil del buen docente: una mirada desde la percepción de los estudiantes de séptimo de EGB
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-10-22) Vargas Granda, Elkín Ribaldo; Vera Palomeque, Paola Fernanda; Reyes Pesántez, Gonzalo Eladio
This research explores how seventh-grade students in Basic General Education understand and describe the profile of a good teacher, offers a fresh, direct, and deeply meaningful perspective. Using a qualitative approach and a phenomenological concept, the voices of 24 students from a millennium education institution in the city Cuenca where we collected through semi-structured interviews. These interviews revealed rich and authentic perceptions. Finding out that, for students a good teacher is not only someone who master´s on their degree but is someone who connects with students on a human, emotional and pedagogical level. Students highlighted some values like empathy, patience, clarity of knowledge in the used of varied materials, as well mutual respect. Thus, the ideal Teacher´s profile goes beyond academic content, rooted instead in emotional closeness, consistent motivation, and a real commitment in learning with the students. However, when comparing these perceptions with international perspectives. We see those fundamental shared values as well as culturally influences a difference of becoming evidente. Overall, this study affirms that, from the student´s point of view, a good teacher is someone who teaches with heart, listens attentively, guides with firmness, and turns the classroom into a space of trust, growth, and hope.
Importancia del pensamiento crítico en la formación docente inicial
(Universidad de Cuenca, 2023-10-31) Ortega Gavilanes, Francisco Paúl; Reyes Pesántez, Gonzalo Eladio
La familia en la educación de los hijos a lo largo de la historia
(Universidad de Cuenca, 2023-09-14) Alvarracín Gutama, Marco Vinicio; Alvarracín Gutama, Jessica Alexandra; Reyes Pesántez, Gonzalo Eladio
This monographic work corresponds to the field of education and focuses on the theoretical knowledge of the role of the family in the education of children throughout history. After this task, we proceeded to the selection and bibliographic review of different documents. Once the information was systematized and analyzed, it was found that throughout history the family has indeed played a fundamental role in the education of children, since from primitive times to the present day the family is the main socializing agent in charge of cultivating values, knowledge, social norms and therefore also of the physical and emotional education of its children. At the same time, educational practices that have remained for millennia until today are recognized. This monograph has two chapters, the first one is a brief historical review of the family, its concept, the types of family, the family in ancient, middle and modern times, and finally the styles of upbringing from prehistory to the present. The second chapter ana lyzes how the family has dealt with the education of its children from the moment they are born until they are incorporated into institutionalized education and throughout this. As a conclusion it is confirmed that throughout history the family has always been linked to the education of children either implicitly or explicitly.
La pedagogía crítica: aportes para la educación general básica
(Universidad de Cuenca, 2021-11-25) Cabrera Velezaca, Johanna Catalina; Morocho Fernández, Mayra Elizabeth; Reyes Pesántez, Gonzalo Eladio
Critical pedagogy is an ethical and practical educational approach, which creates discussion and debate environments on the social problems that occur in an educational reality, this allows consciousness, emancipation and decision-making in teachers and students to promote social transformation. Nevertheless, this critical pedagogical approach is not completely accepted in educational institutions, either due to a traditional pedagogy predominance or due to the lack of knowledge about its application in classrooms. For this reason, the present monograph aims to demonstrate bibliographically the contributions of critical pedagogy as an alternative, for teaching in basic general education, to traditional pedagogy. In consequence, to carry out the proposed objective, a documentary investigation was carried out in different bibliographic information sources, such as books, academic articles and scientific investigations from several authors who are focused on critical pedagogy. After that, the information found was analyzed and compared through summary cards, and each one of the chapters was written. Therefore, this monograph allowed to know that critical pedagogy is essential in the educational field, since it enables educational actors to be reflective critical subjects who ask questions about the reality and commit to fight against inequality, injustice and the rights marginalization of the most vulnerable.
La relación entre la autoeficacia docente y la práctica educativa
(Universidad de Cuenca, 2021-03-25) Garzón Córdova, Ligia Joselyne; Riera Sanmartín, Nube Jessenia; Reyes Pesántez, Gonzalo Eladio
This monographic work entitled: "Relación entre autoeficacia docente y práctica educativa." It was based on a documentary investigation, focused on the postulates of Albert Bandura and Julián Rotter. For this research, information was gathered and selected by reading various bibliographic materials, such as digital books and scientific journals. The objective of this work is focused on demonstrating the importance of teachers' self-efficacy in the performance of their educational practice. This was achieved starting from the analysis of each of its developed themes. The first topic addressed teaching self-efficacy, antecedents, conceptualization, importance and implications for teaching work, incidents in teaching work, the subject's self-efficacy determined by internal and external control, sources and processes that activate it. The second topic included educational practice, its conceptions, role played by actors, teaching approaches, stages, normative conditions, narrative, and reflective educational practice. Finally, the relationship between teaching self-efficacy and educational practice was established. The essential approach of this bibliographic research is to demonstrate the way in which teacher self-efficacy influences the actions of teachers
Percepción de los estudiantes de octavo ciclo de la carrera de Educación Básica sobre las prácticas preprofesionales
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-10-17) Guanoquiza Marca, Marco Vinicio; Reyes Pesántez, Gonzalo Eladio
Pre-professional internships are key spaces in the construction of teaching professionalism, mobilizing diverse knowledge, skills, and experiences. However, for them to be truly formative, they require certain fundamental factors, such as an adequate institutional environment, the support of tutors and trainers, and rigorous preparation of future professionals. Given the lack of local studies on this topic, this paper aimed to explore how these internships are developed from the perspective of final-year Basic Education students. The study adopted an exploratory qualitative approach and used semi-structured interviews as a data collection instrument, conducted with 12 eighth-year students. The results show that, overall, participants value their experiences positively, highlighting contributions to professional development such as attention to diversity in the classroom and the strengthening of interpersonal relationships with the educational community, especially with students and classroom teachers. At the same time, significant challenges were identified, such as the need to strengthen the relationship between universities and practice schools and to more effectively articulate theory with field experience. In conclusion, pre-professional practice enriches teacher training and provides essential pedagogical tools for future professional development.
Percepción de los estudiantes de séptimo de básica sobre los actos religiosos que se celebran en las escuelas fiscales de la ciudad de Cuenca, Ecuador
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-10-22) Naula Sumba, Karen Isabel; Quintana Ramón, Rosa Emilia; Reyes Pesántez, Gonzalo Eladio
Freedom of religion is a fundamental right for all Ecuadorians and for this the school plays a fundamental role in guaranteeing the freedom to choose or practice a creed. Education in Ecuador's public schools is governed by the secularism of the State to guarantee equality and respect for religious diversity in the educational context. However, there is evidence of religious activities in these institutions, for this reason this research project aims to analyze the perceptions of seventh grade students on religious events held in public schools in Cuenca, Ecuador. For this purpose, a qualitative methodology of descriptive scope was used, for the collection of information semi-structured interviews were used with 12 students from a school in the city of Cuenca. The results showed a duality of opinions since there are students who consider that religion is very important in their academic and personal formation, on the other hand, there are students who think that religion and education are not linked and, in some cases, it makes students feel excluded in front of a different religion. It is concluded that the different religious activities within the educational institutions create diverse perspectives among the school community, this leads to the need to reflect on the practice of religion and education.
Percepciones del profesorado de educación básica sobre la identidad docente en escuelas fiscales de Cuenca
(Universidad de Cuenca, 2024-09-05) Asmal Chuisaca, Erika Lorena; Guachún Yanza, Jenny Fernanda; Reyes Pesántez, Gonzalo Eladio
This paper is part of a research project that seeks to explore teachers' perspectives on the construction of their professional identity. Teacher identity emerges as a fundamental pillar in the task of teaching, reflecting an inescapable pedagogical, social and ethical commitment. In the city of Cuenca, a disturbing reality is observed: a high percentage of teachers in basic education were not trained in specific education careers. This situation underlines the urgent need to investigate how teacher identity is constructed in order to ensure coherence between educational discourse and practice. In this context, the main objective of the study was to understand basic education teachers' perceptions of teacher identity in their daily practice. For this purpose, a qualitative approach with a phenomenological design was adopted to capture the teachers' lived experiences. A semi-structured interview was used as a data collection instrument, involving ten basic education teachers, including one male and nine females. The findings of this research revealed that the various conceptions of teacher identity are articulated around concepts such as appropriation of teaching, innate vocation and professional positioning. The construction of this identity is deeply influenced by classroom experiences, school memories and family background. Finally, it was stressed that elements such as attitude, knowledge and values are essential to forge a strong teacher identity. However, factors such as the shortage of teaching materials, administrative bureaucracy, compliance with curricula and classroom discipline are significant obstacles to the full development of their educational work.
Perspectivas de los docentes de educación básica sobre la evaluación de los aprendizajes
(Universidad de Cuenca, 2024-02-23) Macas Nivelo, Byron Vinicio; Morales Barbecho, Tamara Alejandra; Reyes Pesántez, Gonzalo Eladio
Learning assessment is conceived as a process inherent to the teaching and learning processes. The challenge is how to turn it into a tool to improve students' academic performance, in accordance with the constructivist orientations of formal education. Within this framework, the main objective of the research was to know the perspectives and practices of basic education teachers on the evaluation of learning in an urban educational institution in the city of Cuenca. For this purpose, a qualitative approach was adopted under the hermeneutic paradigm. The instrument used was the semi-structured interview. Sixteen basic education teachers, male and female, participated in the research. The findings revealed that the evaluation of learning implies a result achieved through a skill or an objective. In addition, teachers' perspectives are eclectic between traditional and constructivist assessment, because different types of assessment are used in the evaluation process according to students' needs, characteristics, styles and learning rhythms.
La preparación académica de los docentes y el rendimiento escolar de los estudiantes de la Escuela Isabel Moscoso Dávila
(2011) Illescas Cedillo, Angélica Lorena; Loja Fárez, Tania del Rosario; Reyes Pesántez, Gonzalo Eladio
Propuesta metodológica para el desarrollo de la comunicación oral en los estudiantes del décimo año de educación básica del colegio Guillermo Mensi
(2011) Cazho Andrade, Mónica Valeria; Cobos Velásquez, Nancy del Rocio; Reyes Pesántez, Gonzalo Eladio