Educación sensible: efectos de una pedagogía formativa para la convivencia democrática en escolares peruanos
The article was developed in response to the lack of social democratic coexistence, which has been transferred to the Peruvian educational system. The findings from 2015 to the present point that this problem prevails in school groups organized by policies with a lack of social justice. Additionally...
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| Formato: | Online |
| Lenguaje: | spa |
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Universidad de Costa Rica
2019
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| Acceso en línea: | https://revistas.ucr.ac.cr/index.php/aie/article/view/38628 |
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| author | Alcántara Mego, Lucero Estrella Holguin Alvarez, Jhon Alexander |
| author_facet | Alcántara Mego, Lucero Estrella Holguin Alvarez, Jhon Alexander |
| author_sort | Alcántara Mego, Lucero Estrella |
| collection | Revista Actualidades Investigativas en Educación (AIE) |
| description | The article was developed in response to the lack of social democratic coexistence, which has been transferred to the Peruvian educational system. The findings from 2015 to the present point that this problem prevails in school groups organized by policies with a lack of social justice. Additionally, the use of a vertical pedagogy produces an anarchic state in the classroom. This primal anarchic state is transferred between teachers and students through the execution of curricular programming, so the problem starts from the process of public schooling. The central objective was to verify the democratic school change of coexistence after applying a program of Sensitive Education or education based on sensitivity, which consists of a pedagogical theory supported by moral training to strengthen actions based on social cooperation. The methodology of the research has a quantitative approach, with a pre-experimental design typology. The sample consisted of 40 individuals from the fourth grade of primary school (M = 10.1 years, D.E. = 1.84), from a vulnerable context in Lima, Peru. The Scale of Measurement of Democratic Coexistence (ESMCD) was used. The results corroborate that the method of Sensitive Education based on awareness, autonomy and emotional self-evaluation increased the rates of democratic coexistence. It is concluded that the factors of self-consciousness, reflexivity, and attitudinal and affective sensitivity guide and determine the constitution of democratic values materialized in indicators such as: a) tolerance capacity, b) adjustment to democratic norms and c) conflict resolution. Finally, the reflection on the results, indicate that collaboration is the competition that was developed more slowly in the student group. |
| format | Online |
| id | INIE-RAIE-article-38628 |
| institution | Instituto de Investigación en Educación (INIE) |
| language | spa |
| publishDate | 2019 |
| publisher | Universidad de Costa Rica |
| record_format | ojs |
| spelling | INIE-RAIE-article-386282023-06-07T16:06:31Z Sensitive education: effects of a formative pedagogy for democratic coexistence in Peruvian schoolchildren Educación sensible: efectos de una pedagogía formativa para la convivencia democrática en escolares peruanos Alcántara Mego, Lucero Estrella Holguin Alvarez, Jhon Alexander self appraisal tolerance sensitive education democratic coexistence autoevaluación tolerancia educación sensible convivencia democrática The article was developed in response to the lack of social democratic coexistence, which has been transferred to the Peruvian educational system. The findings from 2015 to the present point that this problem prevails in school groups organized by policies with a lack of social justice. Additionally, the use of a vertical pedagogy produces an anarchic state in the classroom. This primal anarchic state is transferred between teachers and students through the execution of curricular programming, so the problem starts from the process of public schooling. The central objective was to verify the democratic school change of coexistence after applying a program of Sensitive Education or education based on sensitivity, which consists of a pedagogical theory supported by moral training to strengthen actions based on social cooperation. The methodology of the research has a quantitative approach, with a pre-experimental design typology. The sample consisted of 40 individuals from the fourth grade of primary school (M = 10.1 years, D.E. = 1.84), from a vulnerable context in Lima, Peru. The Scale of Measurement of Democratic Coexistence (ESMCD) was used. The results corroborate that the method of Sensitive Education based on awareness, autonomy and emotional self-evaluation increased the rates of democratic coexistence. It is concluded that the factors of self-consciousness, reflexivity, and attitudinal and affective sensitivity guide and determine the constitution of democratic values materialized in indicators such as: a) tolerance capacity, b) adjustment to democratic norms and c) conflict resolution. Finally, the reflection on the results, indicate that collaboration is the competition that was developed more slowly in the student group. El artículo se elaboró como respuesta a la falta de convivencia democrática social que se ha trasladado al sistema educativo peruano. Los hallazgos, desde el año 2015 hasta la actualidad, indican que este problema prevalece en los grupos escolares organizados por políticas con falta de justicia social. Adicionalmente, el uso de una pedagogía vertical produce un estado anárquico en el aula. Este estado anárquico primigenio se transfiere entre docentes y estudiantes mediante la ejecución de la programación curricular, razón por la cual el problema parte del mismo proceso de escolarización pública. Como objetivo central se planteó comprobar el cambio democrático escolar de la convivencia luego de aplicar un programa de Educación Sensible o Educación desde la sensibilidad, el cual es una teoría pedagógica apoyada en la formación moral para fortalecer acciones basadas en la cooperación social. La metodología de la investigación tiene un enfoque cuantitativo, con tipología de diseño preexperimental. La muestra estuvo conformada por 40 estudiantes de cuarto grado de primaria (M = 10.1 años; D.E. = 1.84), originarios de un contexto vulnerable de Lima, Perú. Se utilizó la Escala de Medición de la Convivencia Democrática (ESMCD). Los resultados corroboran que el método de Educación Sensible basado en concientización, autonomía y autoevaluación emocional incrementaron los índices de convivencia democrática. Se concluye que los factores de autoconciencia, reflexividad, y sensibilidad actitudinal y afectiva orientan y determinan la constitución de los valores democráticos materializados en indicadores como (a) capacidad de tolerancia, (b) ajuste a las normas democráticas y (c) resolución de conflictos. Por último, la reflexión sobre los resultados permite indicar que la colaboración es la competencia que se desarrolló con mayor lentitud en el grupo estudiantil. Universidad de Costa Rica 2019-09-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Article application/pdf https://revistas.ucr.ac.cr/index.php/aie/article/view/38628 10.15517/aie.v19i3.38628 Actualidades Investigativas en Educación; Vol. 19 No. 3: (Setiembre - Diciembre) Actualidades Investigativas en Educación; Vol. 19 Núm. 3: (Setiembre - Diciembre) Actualidades Investigativas en Educación; v. 19 n. 3: (Setiembre - Diciembre) 1409-4703 spa https://revistas.ucr.ac.cr/index.php/aie/article/view/38628/39383 Derechos de autor 2019 Actualidades Investigativas en Educación http://creativecommons.org/licenses/by-nc-nd/4.0 |
| spellingShingle | self appraisal tolerance sensitive education democratic coexistence autoevaluación tolerancia educación sensible convivencia democrática Alcántara Mego, Lucero Estrella Holguin Alvarez, Jhon Alexander Educación sensible: efectos de una pedagogía formativa para la convivencia democrática en escolares peruanos |
| title | Educación sensible: efectos de una pedagogía formativa para la convivencia democrática en escolares peruanos |
| title_alt | Sensitive education: effects of a formative pedagogy for democratic coexistence in Peruvian schoolchildren |
| title_full | Educación sensible: efectos de una pedagogía formativa para la convivencia democrática en escolares peruanos |
| title_fullStr | Educación sensible: efectos de una pedagogía formativa para la convivencia democrática en escolares peruanos |
| title_full_unstemmed | Educación sensible: efectos de una pedagogía formativa para la convivencia democrática en escolares peruanos |
| title_short | Educación sensible: efectos de una pedagogía formativa para la convivencia democrática en escolares peruanos |
| title_sort | educacion sensible efectos de una pedagogia formativa para la convivencia democratica en escolares peruanos |
| topic | self appraisal tolerance sensitive education democratic coexistence autoevaluación tolerancia educación sensible convivencia democrática |
| topic_facet | self appraisal tolerance sensitive education democratic coexistence autoevaluación tolerancia educación sensible convivencia democrática |
| url | https://revistas.ucr.ac.cr/index.php/aie/article/view/38628 |
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