Espacios socio educativos de aprendizaje alternativos en el ámbito escolar, análisis pedagógico de las propuestas cocurriculares y gestionados por la niñez de I y II ciclo de la E.G.B en los espacios libres dentro y fuera de los centros educativos públicos y privados en las provincias de San José y Heredia, en el año 2023
Fecha
2025-02-06
Autores
Acuña Gonzalez, María Gabriela
Alfaro Blanco, Jafeth
Álvarez Torres, Marisol
Barquero Rojas, Heidy
Mendoza Solis, Glennda
Chaves Montero, Karina
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Editor
Universidad Nacional, Costa Rica
Resumen
El seminario de graduación titulado Espacios socioeducativos de aprendizaje alternativos en el ámbito escolar se enmarca en el estudio de los espacios cocurriculares y extraescolares gestionados por estudiantes de I y II ciclo de la Educación General Básica (E.G.B.) en los espacios libres dentro y fuera de centros educativos en San José y Heredia. Su enfoque principal es comprender cómo los espacios de aprendizaje fuera de la estructura académica formal, que incluyen actividades recreativas, deportivas y artísticas, favorecen el desarrollo integral de los estudiantes. Este seminario surge en respuesta a la necesidad de revalorizar los espacios educativos alternativos, y específicamente, de observar cómo los mismos estudiantes, de manera autónoma, participan en actividades de aprendizaje significativo en momentos de ocio o tiempo libre, tanto dentro como fuera de los centros educativos. Los objetivos generales del estudio son variados y abarcan desde el análisis de los espacios de aprendizaje que se gestan en contextos alternativos, hasta la evaluación de las competencias, habilidades y valores que estos espacios promueven en los estudiantes. La propuesta de investigación plantea, a partir de la teoría, que los espacios cocurriculares y extraescolares y autónomos desempeñan un papel fundamental en la formación de competencias sociales, cognitivas y emocionales, que complementan la educación formal y preparan a los estudiantes para los retos de la vida en sociedad. Este seminario, se estructura en torno a varios ejes temáticos, cada uno desarrollado por parejas de estudios en su recolección y análisis de información por escuela, primero propone el estudio de un constructo general, luego este se divide en áreas específicas que se abordan a nivel cualitativo por cada centro educativo seleccionado. A nivel metodológico, el seminario emplea un enfoque mixto, se parte de la aplicación de un amplio cuestionario de naturaleza cuantitativa que mide los niveles de participación de la niñez en espacios de aprendizaje alternativos generados dentro de la escuela, pero no en las aulas escolares. Luego, se realiza una fase cualitativa y para ella se estructura una entrevista en profundidad que se aplica a grupos pequeños de niños por escuela, lo mismo que un grupo focal y se incluye el dibujo inducido. Los datos se analizan por parejas de escuela de forma cuantitativa y cualitativa. Al final del estudio se realiza una valoración cuantitativa de los datos de las seis escuelas en conjunto, una nueva valoración cualitativa y se someten ambos análisis la contrastación, de manera que las mediciones estadígrafos cuantitativos son ampliados y explicados desde detalles cualitativos. Es importante destacar que la investigación se realizó en escuelas públicas de diversas condiciones, urbanas, urbanas en contexto de vulnerabilidad, semiurbanas y privadas, lo cual permite explorar las diferencias en la temática. El análisis de datos revela que los espacios alternativos de aprendizaje tienen un impacto positivo y significativo en el desarrollo tanto personal como académico de los estudiantes y promueven el aprendizaje de habilidades blandas y para la vida. Uno de los aspectos que más se destacan en esta investigación es el papel de la autogestión en estos espacios de aprendizaje por parte de la niñez. En los datos se encuentran diferencias de todos los espacios alternativos estudiados entre escuelas, y se identifica de forma cualitativa las razones por las cuales estos espacios presentan bajos puntuaciones de participación en todos los centros educativos. El seminario concluye que los espacios alternativos de aprendizaje generados en la escuela deben comunicarse con las acciones en las aulas para un desarrollo integral de la niñez, y se establece que estos espacios son ámbitos que dentro de las escuelas requieren y necesitan de la acción de profesionales en educación que dominen y apliquen estrategias propias de la Educación Social, además de los propios de la educación curricularizada. Palabras clave: Espacios cocurriculares, aprendizaje alternativo, educación social, autogestión estudiantil, desarrollo integral, inclusión educativa, extracurricular, estudios mixtos.
The graduation seminar entitled Alternative socio-educational learning spaces in the school environment is framed in the study of co-curricular and extracurricular spaces managed by students of I and II cycle of Basic General Education (E.G.B.) in free spaces inside and outside educational centers in San José and Heredia. Its main focus is to understand how learning spaces outside the formal academic structure, which include recreational, sports and artistic activities, promote the comprehensive development of students. This seminar arises in response to the need to revalue alternative educational spaces, and specifically, to observe how students themselves, autonomously, participate in meaningful learning activities in moments of leisure or free time, both inside and outside educational centers. The general objectives of the study are varied and range from the analysis of learning spaces that are created in alternative contexts, to the evaluation of the competencies, skills and values that these spaces promote in students. The research proposal proposes, based on theory, that co-curricular spaces and extracurricular and autonomous activities play a fundamental role in the formation of skills social, cognitive and emotional, which complement formal education and prepare students for the challenges of life in society. This seminar is structured around several thematic axes, each developed by pairs of studies in their collection and analysis of information by school. First, it proposes the study of a general construct, then this is divided into specific areas that are addressed at a qualitative level by each selected educational center. At a methodological level, the seminar uses a mixed approach, starting from the application of a broad quantitative questionnaire that measures the levels of participation of children in alternative learning spaces generated within the school, but not in school classrooms. Then, a qualitative phase is carried out and for it an in-depth interview is structured that is applied to small groups of children per school, the same as a focus group and the induced drawing is included. The data are analyzed by school pairs quantitatively and qualitatively. At the end of the study, a quantitative assessment of the data from the six schools as a whole is carried out, a new qualitative assessment is carried out and both analyzes are submitted to contrast, so that the quantitative statistician measurements are expanded and explained from qualitative details. It is important to highlight that the research was carried out in public schools of various conditions, urban, urban in a context of vulnerability, semi-urban and private, which allows the differences in the subject to be explored. Data analysis reveals that alternative learning spaces have a positive and significant impact on both the personal and academic development of students and promote the learning of soft skills and for life. One of the aspects that stands out most in this research is the role of self-management in these learning spaces by children. In the data, differences are found in all the alternative spaces studied between schools, and the reasons why these spaces present low participation scores in all educational centers are qualitatively identified. The seminar concludes that the alternative learning spaces generated in the school must communicate with the actions in the classrooms for the comprehensive development of childhood, and it is established that these spaces are areas that within schools require and need the action of education professionals who master and apply strategies typical of Social Education, in addition to those of curricular education.
The graduation seminar entitled Alternative socio-educational learning spaces in the school environment is framed in the study of co-curricular and extracurricular spaces managed by students of I and II cycle of Basic General Education (E.G.B.) in free spaces inside and outside educational centers in San José and Heredia. Its main focus is to understand how learning spaces outside the formal academic structure, which include recreational, sports and artistic activities, promote the comprehensive development of students. This seminar arises in response to the need to revalue alternative educational spaces, and specifically, to observe how students themselves, autonomously, participate in meaningful learning activities in moments of leisure or free time, both inside and outside educational centers. The general objectives of the study are varied and range from the analysis of learning spaces that are created in alternative contexts, to the evaluation of the competencies, skills and values that these spaces promote in students. The research proposal proposes, based on theory, that co-curricular spaces and extracurricular and autonomous activities play a fundamental role in the formation of skills social, cognitive and emotional, which complement formal education and prepare students for the challenges of life in society. This seminar is structured around several thematic axes, each developed by pairs of studies in their collection and analysis of information by school. First, it proposes the study of a general construct, then this is divided into specific areas that are addressed at a qualitative level by each selected educational center. At a methodological level, the seminar uses a mixed approach, starting from the application of a broad quantitative questionnaire that measures the levels of participation of children in alternative learning spaces generated within the school, but not in school classrooms. Then, a qualitative phase is carried out and for it an in-depth interview is structured that is applied to small groups of children per school, the same as a focus group and the induced drawing is included. The data are analyzed by school pairs quantitatively and qualitatively. At the end of the study, a quantitative assessment of the data from the six schools as a whole is carried out, a new qualitative assessment is carried out and both analyzes are submitted to contrast, so that the quantitative statistician measurements are expanded and explained from qualitative details. It is important to highlight that the research was carried out in public schools of various conditions, urban, urban in a context of vulnerability, semi-urban and private, which allows the differences in the subject to be explored. Data analysis reveals that alternative learning spaces have a positive and significant impact on both the personal and academic development of students and promote the learning of soft skills and for life. One of the aspects that stands out most in this research is the role of self-management in these learning spaces by children. In the data, differences are found in all the alternative spaces studied between schools, and the reasons why these spaces present low participation scores in all educational centers are qualitatively identified. The seminar concludes that the alternative learning spaces generated in the school must communicate with the actions in the classrooms for the comprehensive development of childhood, and it is established that these spaces are areas that within schools require and need the action of education professionals who master and apply strategies typical of Social Education, in addition to those of curricular education.
Descripción
Seminario de graduación para optar al grado de Licenciatura en Pedagogía en I y II Ciclos de la Educación General Básica con énfasis en Educación Social
Palabras clave
ESTABLECIMIENTOS DE ENSEÑANZA, EDUCACIÓN SOCIAL, ENSEÑANZA PRIMARIA, APRENDIZAJE, DESARROLLO INTEGRADO, RECREACIÓN, EDUCATIONAL ESTABLISHMENTS, SOCIAL EDUCATION, PRIMARY EDUCATION, LEARNING, INTEGRATED DEVELOPMENT, RECREATION