Hacia una pedagogía del espacio público desde el enfoque de ciudad educadora en la Institución Educativa Héctor Abad Gómez
The proposal has been based in the analysis of the day-to-day problems that has been presented in the public space of the city of Medellin, the fruit of its inappropriate use. The current generation has a social responsibility to ensure the sustainability of existing resources, making a balanced use...
| Autor Principal: | Aristizabal Pabón, Rubén Darío |
|---|---|
| Otros Autores: | Loaiza Castellanos, Carmen |
| Formato: | info:eu-repo/semantics/bachelorThesis |
| Idioma: | spa |
| Publicado: |
Educación
2017
|
| Materias: | |
| Acceso en línea: |
Aristizabal, R., & Loaiza, C. (2017). Hacia una pedagogía del espacio público desde el enfoque de ciudad educadora en la Institución Educativa Héctor Abad Gómez. (Trabajo de grado Especialización en Gerencia Educativa). Universidad de San Buenaventura Colombia, Facultad de Educación, Medellín. |
| Etiquetas: |
Agregar Etiqueta
Sin Etiquetas, Sea el primero en etiquetar este registro!
|
| Sumario: |
The proposal has been based in the analysis of the day-to-day problems that has been presented in the public space of the city of Medellin, the fruit of its inappropriate use. The current generation has a social responsibility to ensure the sustainability of existing resources, making a balanced use of them, so that future generations may also have the right to enjoy them. In this regard, it is required that the analysis of the problems relating to the use of public space, such as code, on the transverse axes of the curriculum proposal.
There are many other issues that have been presented in the public space. Which will be addressed in this exercise of research. From the theoretical foundations of educator city, civic education, social pedagogy, pedagogy reconstructive surgery, public space and competencies, views from the IEP of the I. E. Héctor Abad Gómez, in which, it will implement a training proposal about the culture of the public space, from the approach of educator city.
From this perspective will open up possibilities for addressing the competencies from the recognition of the problematic code and how can one assume critical positions and proposals from the approach of the civic culture; articulating the school and life |
|---|