Educación General Básica

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Abuso sexual en la escuela y vulneración de los derechos de niños y niñas
(Universidad de Cuenca, 2020-02-14) Castillo Delgado, Marcela Elizabeth; Serrano Loja, Paola Gabriela; Jerves Hermida, Elena Monserrath
This research work is based on the alarming visibility of sexual abuse in school contexts against children and adolescents in Ecuador. The objective of this work was to sustain, theoretically, how sexual abuse in the school context violates the rights of children. For this purpose, a review of the literature and the current legal framework was carried out. The work is structured by three chapters. In the First Chapter, sexual abuse is defined as a form of violence that triggers negative consequences that put children or adolescents at risk and vulnerability. In the Second Chapter, the issue of the Rights of children and adolescents is addressed, explaining the importance of ensuring compliance with them. Finally, in the Third Chapter the two categories described above are related, such as child sexual abuse and the rights of children and adolescents, analyzing the way in which the rights of children are violated and put at risk when there are situations of child sexual abuse, either inside or outside educational institutions.
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.
Actitudes del docente frente a la inclusión de niños con necesidades educativas especiales asociadas a una discapacidad
(2017) Vega Feijoó, Patricia Katherine; Dávalos Molina, Juana Catalina
This research looks for analyze the importance of the attitude of teachers in face of the presence of Children with Special Educational Needs associated with a physical or cognitive disability, its topic is included within the attention to diversity. The inclusive school looks for attend to the existing diversity in the educational field. To do this, it is necessary to move from a homogenizing approach to one based on the heterogeneity of the human being. One of the agents that could contribute or hinder the inclusive processes is the teacher, here is the interest to know the attitude that he or she reflects when working with diversity, especially with those who have Special Educational Needs associated with or physical and cognitive disabilities. This research is based on a bibliographical review, analysis and systematization of diverse sources and authors. This information has been found from scientific journals, books and digital databases. The results found show us that the teacher is one of the most important and influential agents in pedagogical mediation, with positive attitudes that would contribute to create a better inclusion of students with physical and cognitive disabilities. On the other hand the negative attitudes tend to encourage rejection and exclusion. Finally, some techniques that the teacher could implement to improve his or her attitude toward students with Special Educational Needs associated with a disability are described.
Actitudes docentes de educación básica hacia el uso de las TIC en escuelas públicas de la ciudad de Cuenca
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-10-22) Ayavaca Otavalo, Aida Gabriela; Loja Arciniegas, Tania Marisol; Cabrera Ortiz, Freddy Patricio
Teachers' attitudes are an essential component of the educational process, as they reflect the teacher's willingness to create a positive learning environment. The development of attitudes on the part of teachers is crucial for the innovation of their teaching practices with the implementation of technological tools such as ICT, which aim to transform and improve the educational process. Therefore, teachers' attitudes toward the use of ICT are fundamental in the current context, due to their significant influence on teachers' willingness to integrate these tools into teaching and learning processes. The overall objective of this research was to describe teachers' attitudes toward the use of ICT in public schools in Cuenca. The methodology used was a quantitative approach with a non-experimental cross-sectional design and a descriptive scope. The information collection instrument was a questionnaire developed in Chile by Sandoval et al. (2020) and was administered to a sample of 110 teachers from public schools in Cuenca. The results show that, in general, teachers in public schools in Cuenca have positive attitudes toward the use of information and communication technologies (ICT) in terms of gender, age, sublevel, highest educational level, years of experience, and working hours in teaching and learning processes.
Activación de conocimientos previos, para obtener aprendizajes significativos, en quinto de básica en el área de CC. NN., en la escuela Fiscal República de Chile
(2011) Criollo Guamán, Janneth Verónica; Ortiz Ochoa, William Alfredo
La activación de los conocimientos previos para la comprensión lectora en niños y niñas de educación básica elemental
(2017) Guamán Muñoz, Tania Alexandra; Quizhpe Remache, Graciela Feliciana; Rosano Ochoa, Luis Santiago
This study aimed to determine theoretically the importance of the activation of previous knowledge for reading comprehension. Methodologically, we used the bibliographical collection of relevant aspects such as the definition of previous knowledge, teaching strategies for the development of reading comprehension and selection criteria to apply the activation of previous knowledge for the development and enhancement of reading comprehension. Comprehension needed to start reading books, articles, scientific texts, both in traditional and digital format. Finally, strategies were proposed for teaching practice in relation to a Spanish language class guide, which addresses a learning cycle that includes: preliminary aspects, task preparation, task completion and evaluation.
La activación de los conocimientos previos para lograr un aprendizaje significativo en niños de E.G.B
(2015) Asadovay Llalao, Diego Armando; Morocho Bautista, Luis Alfredo; Van Der Bijl, Martinus Johannes Carolus María
This bibliographical research is based on the meaningful learning theory, having as a main referent to David Ausubel. The objective of this research is to show the importance of activating children’s previous knowledge during the teaching-learning process. The key of the meaning that students give to the new information underlies in the use of their previous knowledge. This fact allows students to store the information that can be used in their everyday life. It is the teacher’s job to know how to activate previous knowledge of childrenthrough specific strategies which allow them to relate with the new information. As a result, it is attempted to achieve a meaningful learning, which contributes to the children’s integral formation making them able to answer the educational requirements of the current society.
Actividades de estimulación visual para la lectura
(2003) Pulla S. Dora; Montalvo Bernal, José Heriberto
Las adaptaciones curriculares: pilar fundamental para el ejercicio de la educación inclusiva de niños con necesidades educativas especiales
(2018) Cevallos Lucero, Wilmer Leonardo; Jimbo Jerez, Johanna Gabriela; Dávalos Molina, Juana Catalina
The educational policies that govern inclusive education, contemplated in the legal and regulatory documents of the Ministry of Education, are a reality in theory, since, it has been documented, that exclusion practices persist within the classroom. Faced with this, within the options to promote real inclusion, curricular adaptations are one of the strategies to support the inclusive processes of children with special educational needs. The objective of this monograph is to determine the contribution of curricular adaptations to the inclusive processes of children with special educational needs. For this, a compilation, review, synthesis and analysis of several bibliographical sources was carried out, which were divided into two categories: inclusive education and curricular adaptations. In these categories there are components that allow to affirm the existing relationship between the two, that is, the curricular adaptations are a fundamental pillar for the exercise of inclusive education of children with special educational needs. At the end of this research, it is concluded that curricular adaptations are a way to generate democratic education in classrooms, since it seeks to provide the same educational opportunities to all students regardless of whether they have an special educational needs or not.
Análisis de las actividades propuestas en el texto oficial de Ciencias Naturales de cuarto año de educación básica
(Universidad de Cuenca, 2023-08-30) Jadán Tigre, Saida Elizabeth; Morocho Vega, Evelin Nayeli; Cordero Palacios, Raquel María
Nowadays, the school texts present a great value in the classrooms, moreover they are considered as the main resource to study the several topics that teacher gives. The field of study for investigation is the Didactic of Science classes, therefore, it has analyzed the learning activities and the sequence proposed in the school texts, specifically in the area of science. For this reason, the general objective of investigation was to analyze the relevance of learning activities which are present in the scholar text of science of fourth year of basic education from the Ministry of Education. The specific objectives were to identify the learning activities, the sequence and to determine the perception of teachers about the activities and its sequence. To fulfill the goals were performed semi-structured interviews to ten teachers, men and women from a public school from the city of Cuenca, it was applied a guide of analysis to the learning activities and its sequence. The data was processed through thematic analysis. The results allowed it to know that the activities which are present in the scholar text are appropriate to the students’ age, and they give interesting content with pictures, maps, etc. Additionally, the sequence is presented in a clear way and it is used by some teachers to perform their classes. However, some activities were found which just stimulate copying the concepts while few activities give students the opportunity to reflect on, also, the activities of searching are complex.
Análisis de las estrategias didácticas para alcanzar la lectura inferencial en séptimo EGB
(Universidad de Cuenca, 2024-01-23) Cáceres Meneses, John Sebastian; Merchán Toledo, Rosa Alejandrina; Tubay Zambrano, Fanny Monserrate
This degree work is the result of a field research that seeks to respond to the following objective: to determine the didactic strategies used by teachers in the seventh-grade classroom to achieve inferential reading. Therefore, taking into account that, in Ecuador according to data from INEC in 2016, reading presents procrastination due to the fact that more than half of the students in schools do not reach a reading comprehension according to their educational level. The research has a qualitative approach that allowed examining the socio-educational facts that support the proposed analysis. The method is ethnographic and bibliographic, with tools such as non-participant observation and documentary review. The techniques derived were an observation guide that was applied to six inferential reading classes in seventh grade EGB in two educational institutions (one public and one private). The results, based on an analysis of dimensions, expose five categories that are presented in the study: didactic tools and resources used by teachers to guide their reading class; reading motivation strategies; prior knowledge strategies; classroom reading techniques; and classroom evaluation. The conclusions of the study determine that the teachers have the capacity to apply resources, tools and strategies in their classes that develop the necessary skills to understand, participate and acquire inferential reading knowledge.
Análisis del impacto de las redes sociales en la educación y su aporte en la formación de comunidades de aprendizaje
(Universidad de Cuenca, 2022-10-14) Sánchez Jimbo, Sandra Patricia; Cordero Palacios, Raquel María
This monographic work is the result of an investigation located within the pedagogical and didactic educational field. It is intended to argue bibliographically about the analysis and educational use of social networks such as Facebook, WhatsApp, Twitter, and TikTok, which used as ways of communication, contribute to the formation of learning communities. These communities are understood as social and educational transformation projects that insert various actors in the teaching-learning process. Social networks offer a range of didactic possibilities given their massive use and incursion of students of formative age. To carry on this work, a documentary and bibliographical research methodology was used, which consisted of selecting, collecting, analyzing and synthesizing information from books, scientific journals and theses on the topic. In this way, the study variables were related to contribute to the theory and objectives. In this stage, the variables were specified in chapters defined as follows: the first about social networks in education, the second covered thecontent of learning communities, and the third related the didactic use of social networks and communities of learning. It was concluded that it is necessary to reformulate the use of social networks to guide them towards educational objectives thanks to their scope andglobalization. In the same way, the learning communities fulfill the objective of improving educational quality within the framework of equity and justice.
Antología de textos y guía metodológica para promover la lectura en niños de segundo a séptimo año de educación general básica
(2015) Amaya Villalta, Celia María; Washima Zhunio, Victoria Eugenia
This research developed in the city of Cuenca-Ecuador entitled "Anthology of texts and methodological guidelines to promote reading in children from second to seventh year of basic general education", he addressed the issue concerning the habit of reading in the school children and strategies to develop them. This work had as its starting point the establishment of selection criteria and classification of reading texts, with the goal of structuring an anthology and an activity guide to optimize the understanding and enjoyment of texts. This research belongs to the qualitative approach and descriptive information gathering technique signing held various sources including used comprise: books, journals, digital documents, websites, etc. The selected material aims to develop cognitive skills, and training to meet the needs and interests of students in second through seventh year of basic general education. This material consists of fables, riddles, comics, legends, biographies, etc. and the strategies proposed in the methodological guide are based on the constructivist and critical method, in addition to the existing school curriculum in Ecuador, and considers the mainstreaming of issues such as the formation of values and appreciation of our cultural roots, to be worked within the classroom.
Aplicación de estrategías metodológicas basadas en el estadio de operaciones concretas para la rsolución de problemas matemáticos
(2012) Fárez Pineda, Juan Carlos; Mejía Guachichullca, Carlos Eduardo; Aguilar Feijoó, María Gabriela
Aplicación de técnicas activas de participación para motivar el aprendizaje significativo de Ciencias Naturales. El agua un medio de vida en el noveno año de educación general
(2012) Chuquimarca Chuchuca, Mélida Maribel; Rodríguez Sanmartín, Doris Katherine; Larriva, Wilson Giovanny
Aporte de las políticas de educación ambiental en la formación integral de los estudiantes
(Universidad de Cuenca, 2021-07-20) Quituisaca Torres, Nube Angélica; Cordero Palacios, Raquel María
The Environmental Education policies "Tierra de Todos" are a program in the development of theoretical and practical learning, which are materialized in the school through the methodology Tierra de Niños, Niñas y Jóvenes para el Buen Vivir (TINI), in which is located the present investigation. or the implementation of this methodology, students must prepare the soil, plant, breeding plants, and implement cognitive knowledge. However, there is partial compliance with this process, because some institutions lack the knowledge to develop the TINI. This affects the integral formation of students since it limits establishing ethical relationships with the environment and acting in favor of the environment. In this sense, this monographic work aims to identify the impact of Environmental Education policies on the comprehensive training of students. A documentary and bibliographic research methodology was used, which consisted of selecting, collecting, analyzing, and synthesizing information from books, scientific journals, and theses on the subject. Consequently, it was defined, explained, and argued in three chapters: the first, on Environmental Education policies; the second, explains the integral formation of the students; and the third, shows the relationship of the mentioned chapters. Thus, it was concluded that environmental education policies develop the dimensions integrally formed students: cognitive, attitudinal, and procedural, as they learn about environmental issues; they build values of justice and responsibility with the environment, and they act for the benefit of nature to coexist in harmony
Aportes de la interculturalidad al currículo ecuatoriano para la construcción de sociedades con justicia social
(Universidad de Cuenca, 2022-05-26) Campoverde Buestán, David Fabián; Sibri Bravo, Jacqueline Estefanía; Verdugo Guamán, María Eugenia
The issue of interculturality from the educational perspective represents a significant interest in the different dimensions of the Ecuadorian social context, considering that the school is the setting where citizens are trained and the society that they want to build is reproduced. That is why the presence of interculturality in the current curricular proposal visualizes and projects the possibility of building a more equitable, egalitarian and just society for all inhabitants. From this antecedent, this research arises that raised as a general objective to analyze the contributions of interculturality from the national curriculum, bilingual intercultural curriculum and ethnoeducation curriculum for the construction of societies with social justice. To achieve the proposed objective, scientific sources and documents that supported the theoretical construct were reviewed, the issue of culture linked to interculturality was addressed. In addition, the articulation between the curriculum and social justice was deepened. For this, an argumentative analytical discourse was used that led to the understanding of the subject and its interrelation with history and the current moment. The research reached conclusions that locate the interculturality developed within educational spaces as a link strongly connected with ancestral legacies, from decolonial struggles to experiences of freedom and integration that Ecuadorian society remains today. Likewise, the realization of legitimate knowledge is proposed that allows the formation of free men and women, with criteria and independence of thought that contribute to the benefit of a truly multiethnic and multicultural Ecuadorian society, based on respect, inclusion and acceptance of the different and most vulnerable without any distinction
Aportes de las TIC para generar aprendizaje significativo en los estudiantes
(2011) Alarcón Micolta, Nidia Marcela; Deleg Pacheco, Cristina del Rocío; Torres Maldonado, María José
Aprender a sumar y restar con el juego en segundo año de educación general básica
(2016) Llivisaca Culcay, Tatiana Fernanda; Ushca Guayacundo, María Angélica; Bojorque Iñegues, Gina Catalina
The aim of this innovation proposal is to improve the level of well-being and involvement of second-grade children during the learning of addition and subtraction throughout the use of playful activities during the learning process for said topics. In order to achieve this objective, a diagnosis is made to the children of the Tres de Noviembre School. The diagnosis is carried out by observing the children’s level of well-being and involvement during addition and subtraction classes. Afterwards, the theoretical framework is elaborated where the main theories on playful activities, their educational uses, the promotion of well-being and involvement and the teaching process of Mathematics are collected. From this analysis, playful activities are proposed during the children’s learning process with the purpose of improving their level of well-being and involvement at the moment of learning addition and subtraction. These activities are designed on the basis of 5 addition and subtraction skills, outlined in the 2016 curriculum. Each skill corresponds to two playful activities that allow the use of concrete materials such as: beads, dice, egg cartons, marbles, base material 10, among others. Finally, the proposal is shared with the Director of the Tres de Noviembre School, Mgst. Jorge Segundo Riera, and with the second-year teacher of said institution, Lic. Juana Asanza

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