Proyecto de talleres de expresión corporal como estrategia didáctica para la enseñanza y aprendizaje de bloques curriculares en niños /as de 5 a 7 años de la escuela Helena Cortes Bedoya
This project proposes the creation of 5 workshops teaching activities that enrich classroom teaching strategies with alternative tools from corporal expression. Specifically, the proposed tools will work different Blocks Curriculum through exploration and body movement. These workshops were held in...
| Autor Principal: | Congo Piñeiro, María Belén |
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| Formato: | bachelorThesis |
| Idioma: | spa |
| Publicado: |
2016
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| Materias: | |
| Acceso en línea: |
http://dspace.ups.edu.ec/handle/123456789/11347 |
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| Sumario: |
This project proposes the creation of 5 workshops teaching activities that enrich classroom teaching strategies with alternative tools from corporal expression. Specifically, the proposed tools will work different Blocks Curriculum through exploration and body movement. These workshops were held in the first and second years of basic education Fiscal School "Helena Cortes Bedoya" located in northern Quito, parish Calderon sectors Carapungo.
However, corporal expression, understood as the area of education that explores the pedagogical potential of movement within the Upgrading and Strengthening Curriculum of Basic General Education (2010) is limited to the subject of Aesthetic Education, limiting the educational potential of it in the process of teaching and learning in general. Similarly, as yield the results of a study on the "Helena Cortes Bedoya” School teachers do not use the educational tools provided by corporal expression .
Perhaps the main consequence deriving from the fact that has limited or excluded to the Body Language of the training process is that it conceives of the body and cognitive development separately , since the second of these is a priority , not respected formative stages it must pass the child / a .
Ultimately the / teachers as just simply apply the texts that come from the National Curriculum and will not face challenges , not spaces where creativity is encouraged, where this can be able to build and publish their own innovatively created teaching strategies , so that teaching practice is protagonist and rewarding. |
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