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Introduction
1.1 General background
Every professional to carry out a project must know the different types of research
and their methods of application, taking into account the different methodologies in
which the action must be established as future professionals. The research that will
be carried out is action-participatory, which, I think it is necessary that there is an
interaction between the object of study and the researcher.
Within the history of man, communication has played an important role in the
evolution of humanity, for this reason it is significant to work with the most basic
grades, the development of communicative competences focused on the study of
the foreign language as It is English, in order to encourage better levels of quality
in the upper grades and in society itself.
It was observed that the children of the third grade of primary school arrive with a
low level in English based on their communicative competences, opening a gap
between education and the student, that is, the children of third grade, when they
begin in the primary stage, it is noted that when they express themselves or
communicate in another language, they do not have knowledge about the
importance of this in their life and the impact they will have in the future, this puts a
wall between its integral development from education and the different empty
spaces that remain, since, not understanding what is English and its importance,
they become inexperienced when expressing their concern for it and simply keep
silent, leaving aside that concern and make it a habit, the professional to observe
that what he or she is talking about. explains does not generate doubt, assumes
that everything has been understood, this leads to an immediate problem which is
that the education of children is incomplete and the strengthening of the English
language as a second language, goes to the background.
The problem of not being able to express or understand our ideas in a new
language is something that has generated great problems in education and
society, which are evidenced in the long term in the different life projects of the
children.
The area of arts, culture, sports, mathematics, Castilian or Spanish languages and
biology are fundamental to generate the necessary spaces in which this project will
be developed, but English as a second language within the PEI (institutional
educational plan) must be applied in an interdisciplinary way, using the game as a
learning mechanism of the immediate environment of the child, strengthening not
only the other areas of knowledge, but, the integral academic development of the
child.
1.3.1 General objective
Plan and develop a classroom project that promotes the development of
communicative skills in English in the third grade students of the Educational
Institution Boqui City located in Pereira City through the constructivist model linking
the expressive languages and School Inclusion.
- Carry out a diagnosis to the students of the third grade that allows to know their
-To carry out activities such as interactive games that promote communication
execution time of the same, the predisposition of the actors that are part of the
project and the current level in which the intervened children are, which will be key
to determine the variables. The pedagogical tools with which the institution counts,
Bearing in mind that teaching through projects allows the student to take an active
role in their learning process; being directly involved in the choice of topic as well
as in all its development, achieving in them the commitment and motivation to work
cooperatively; making known in a clear, playful way the chosen theme and the
competences that we wish to promote through the expressive languages, focused
on the English area.
A classroom pedagogical project will be carried out with the third grade students of
the Boqui city educational institution at Pereira City, Risaralda department, based
on the concerns raised by them, in other words, a group diagnosis of the
importance will be developed. to know their environment in another language, in
this case English.
A classroom pedagogical project will be carried out with the third grade students of
the Boqui city educational institution in Pereira City, Risaralda department, based
on the concerns raised by them, in other words, a group diagnosis will be
developed on the importance of Know your environment in another language, in
this case English.
Inquiring through creative activities that can significantly and lastingly understand
the process of germination of the foreign language as a second language; while
they are empowered different skills, attitudes and values necessary to live with
others.
In the same way, it is evident that the classroom being studied does not have the
necessary didactic or technological material to develop the projects in a dynamic
and playful way; for this reason it is necessary to incorporate the expressive
languages in all the processes to be developed in the classroom, and in this way to
raise the level of motivation, participation and interest in English, as a basis for a
better future; taking into account that children are struck by all activities related to
the artistic part of body expression, and what is related to dances, songs and group
games among others, these would be the pedagogical strategies that would be
used to reciprocally develop the English with the environment.
This is how the contents of the different dimensions and performance improvement
will be worked on, in addition to the grade's own competences.
1.7 Definición de términos
. ACCIÓN RECEPTIVA: Se entiende por actitud pasiva la que mantiene aquel que recibe
o padece el efecto de una acción sin intervenir en ella. La receptividad sin embargo se
define como la capacidad para recibir. Dado que consideramos fundamental la intervención
de la receptividad en la conexión emocional, no podemos seguir considerándola como una
actitud pasiva. Sin embargo, sí es implícita – entendiendo por implícita aquella cualidad
que se halla Incluida en otra cosa sin que ésta lo exprese. Esta condición favorece que
pueda pasar desapercibida y por tanto no sea tenida en consideración. No obstante, hace
cierto tiempo que sabemos que la comprensión de lo implícito es un reto de nuestra
disciplina. Como indica Stern, “la regulación del campo intersubjetivo en terapia, presente
momento-a-momento, ocurre en gran medida de forma no-verbal, no consciente e
implícita” (Stern, D., 2004).
Para Gutiérrez Giraldo los proyectos en sus múltiples conceptualizaciones son una opción
pedagógica y didáctica para el replanteamiento del saber escolar a nivel de enseñanza y
aprendizaje, porque hacen corresponsable al estudiante del proceso y permiten al docente
Blanca Yaneth González son secuencias de actividades propias del que hacer de una
asignatura, en el cual el docente y los alumnos intervienen un tiempo determinado y
recursos para cumplir los objetivos conceptuales, pedagógicos, cognitivos y
procedimentales a que se dé lugar”.
Paulo Freire la praxis realiza la síntesis entre teoría y práctica, es la acción consciente y
reflexiva que desborda los límites de lo concreto, tanto como acción como reflexión, dado
que abarca lo que es externo al acto concreto, para ir más allá de él. La relación entre
acción-práctica y teoría-reflexión es dialéctica, pues si el pensamiento influye en la acción,
ésta también transforma el pensamiento, al ponerse éste en contacto con lo concreto.
D. Hymes, la competencia comunicativa se relaciona con saber «cuándo hablar, cuándo no,
y de qué hablar, con quién, cuándo, dónde, en qué forma»; es decir, se trata de la capacidad
de formar enunciados que no solo sean gramaticalmente correctos sino también socialmente
apropiados. Es este autor quien formula la primera definición del concepto, en los años 70
del siglo XX, en sus estudios de sociolingüística y de etnografía de la comunicación en
EE.UU.