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    Student culture: consciousness and reality of an educational process

    Cultura estudiantil: conciencia y realidad de un proceso educativo;
    Culture étudiante: conscience et réalité d’un processus éducatif;
    Cultura do estudante: consciência e realidade de um processo educacional

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    Rodríguez-B, Luis Hernando
    Gómez-Carranza, Juan Carlos
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    http://revistas.ustatunja.edu.co/index.php/qdisputatae/article/view/1810
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    TY - GEN T1 - Student culture: consciousness and reality of an educational process T1 - Cultura estudiantil: conciencia y realidad de un proceso educativo T1 - Culture étudiante: conscience et réalité d’un processus éducatif T1 - Cultura do estudante: consciência e realidade de um processo educacional AU - Rodríguez-B, Luis Hernando AU - Gómez-Carranza, Juan Carlos PB - Quaestiones Disputatae: temas en debate AB - The way the student organization is managed in the Salamanca Technical Educational Institution, Rama Blanca Branch, Samacá municipality, is analyzed within different performance areas: family, school groups, individual, academic, behavioral, and how from there they respond to the budgets established within the Constructivist Pedagogical Model (Piaget, Vygotsky, Ausubel), with the emphasis implemented in the Institution: Teaching for Understanding (Gardner, Stone Wiske, Blythe, 1998), in the search for contributions that students can make to improve the education offered in that establishment; Likewise, we observe the way in which this pedagogical model should be evidenced in the daily life of students and presented as Student Culture, socially constructed through different interactions in the exercise of acquired knowledge, with the purpose of integrating reality through mobilization of didactic mechanisms proposed by students’ initiative in the practice of their understanding. ER - @misc{11634_20777, author = {Rodríguez-B Luis Hernando and Gómez-Carranza Juan Carlos}, title = {Student culture: consciousness and reality of an educational processCultura estudiantil: conciencia y realidad de un proceso educativoCulture étudiante: conscience et réalité d’un processus éducatifCultura do estudante: consciência e realidade de um processo educacional}, year = {}, abstract = {The way the student organization is managed in the Salamanca Technical Educational Institution, Rama Blanca Branch, Samacá municipality, is analyzed within different performance areas: family, school groups, individual, academic, behavioral, and how from there they respond to the budgets established within the Constructivist Pedagogical Model (Piaget, Vygotsky, Ausubel), with the emphasis implemented in the Institution: Teaching for Understanding (Gardner, Stone Wiske, Blythe, 1998), in the search for contributions that students can make to improve the education offered in that establishment; Likewise, we observe the way in which this pedagogical model should be evidenced in the daily life of students and presented as Student Culture, socially constructed through different interactions in the exercise of acquired knowledge, with the purpose of integrating reality through mobilization of didactic mechanisms proposed by students’ initiative in the practice of their understanding.}, url = {} }RT Generic T1 Student culture: consciousness and reality of an educational process T1 Cultura estudiantil: conciencia y realidad de un proceso educativo T1 Culture étudiante: conscience et réalité d’un processus éducatif T1 Cultura do estudante: consciência e realidade de um processo educacional A1 Rodríguez-B, Luis Hernando A1 Gómez-Carranza, Juan Carlos PB Quaestiones Disputatae: temas en debate AB The way the student organization is managed in the Salamanca Technical Educational Institution, Rama Blanca Branch, Samacá municipality, is analyzed within different performance areas: family, school groups, individual, academic, behavioral, and how from there they respond to the budgets established within the Constructivist Pedagogical Model (Piaget, Vygotsky, Ausubel), with the emphasis implemented in the Institution: Teaching for Understanding (Gardner, Stone Wiske, Blythe, 1998), in the search for contributions that students can make to improve the education offered in that establishment; Likewise, we observe the way in which this pedagogical model should be evidenced in the daily life of students and presented as Student Culture, socially constructed through different interactions in the exercise of acquired knowledge, with the purpose of integrating reality through mobilization of didactic mechanisms proposed by students’ initiative in the practice of their understanding. OL Spanish (121)
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    Abstract
    The way the student organization is managed in the Salamanca Technical Educational Institution, Rama Blanca Branch, Samacá municipality, is analyzed within different performance areas: family, school groups, individual, academic, behavioral, and how from there they respond to the budgets established within the Constructivist Pedagogical Model (Piaget, Vygotsky, Ausubel), with the emphasis implemented in the Institution: Teaching for Understanding (Gardner, Stone Wiske, Blythe, 1998), in the search for contributions that students can make to improve the education offered in that establishment; Likewise, we observe the way in which this pedagogical model should be evidenced in the daily life of students and presented as Student Culture, socially constructed through different interactions in the exercise of acquired knowledge, with the purpose of integrating reality through mobilization of didactic mechanisms proposed by students’ initiative in the practice of their understanding.
     
    Se analiza la manera como se gestiona la organización de los estudiantes en la institución Educativa Técnica Salamanca, Sede Rama Blanca, del municipio de Samacá, dentro de diferentes ámbitos de desempeño: familiar, grupos escolares, individual, académico, comportamental, y la manera cómo desde allí responden a los presupuestos establecidos dentro del Modelo Pedagógico Constructivista (Piaget, Vygotsky, Ausubel), con el énfasis implementado en la Institución: Enseñanza para la Comprensión (Gardner, Stone Wiske, Blythe, 1998), en la búsqueda de aportes que puedan hacer los estudiantes al mejoramiento de la educación qué se ofrece en ese establecimiento; así mismo, se observa la manera como se debe evidenciar este modelo pedagógico en la cotidianidad de los estudiantes y presentada como Cultura Estudiantil, construida socialmente mediante diferentes interacciones en el ejercicio de los saberes adquiridos, con el propósito de integrarse a la realidad mediante la movilización de mecanismos didácticos propuestos por iniciativa de los estudiantes en la práctica de su comprensión.
     
    Il est analyse la manière dont l’organisation des étudiants est gérée, dans L’institution Éducative Técnica Salamanca, siège Rama Blanca, de la municipalité de Samacá (Colombie), dans différents domaines d’exercice tels que: familial, groupes scolaires, individuel, académique, comportemental ; d´ailleurs, la manière comme ces domaines répondent aux budgets établis dans le modèle pédagogique constructiviste (Piaget, Vygotsky, Ausubel), mettant l’accent sur l’implémentation de l’institution: l’enseignement pour la Compréhension (Gardner, Stone Wiske, Blythe, 1998), dans la recherche de contributions que les étudiants peuvent apporter à l’amélioration de l’éducation offerte dans cet établissement; de même, nous observons la manière dont ce modèle pédagogique est mis en évidence dans la vie quotidienne des étudiants et présenté comme une Culture Étudiante. Celle-ci se construit socialement à travers les différentes interactions dans l’exercice des connaissances acquises, afin d’être ‘intégrés à la réalité, grâce à la mobilisation des mécanismes didactiques proposés par l’initiative des étudiants dans leur pratique de compréhension.
     
    É analisado o modo como a organização dos estudantes é administrada na Instituição de Ensino Técnico de Salamanca, Sede Rama Blanca, no município de Samacá, em diferentes áreas de atuação: família, grupos escolares, individuais, acadêmicos, comportamentais e o caminho de lá responder aos orçamentos estabelecidos dentro do Modelo Pedagógico Construtivista (Piaget, Vygotsky, Ausubel), com ênfase na Instituição: Ensinar para o Entendimento (Gardner,Stone Wiske, Blythe, 1998), na busca de contribuições que os alunos possam fazer para a melhoria da educação oferecida naquele estabelecimento; Da mesma forma, observa-se a maneira como esse modelo pedagógico deve ser evidenciado no cotidiano dos alunos e apresentado como Cultura Estudantil, construído socialmente por meio de diferentes interações no exercício do conhecimento adquirido, com a finalidade de integrar a realidade por meio da mobilização de mecanismos didáticos propostos pela iniciativa dos alunos na prática de seu entendimento.
     

     

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