La investigación en el aula en el Centro Integral José María Córdoba I.E.D.

Abstract

This research understands the incidence of the investigation in the integral development of the students. In addition, it shows how to enhance cognitive, social, emotional skills, etc., through curiosity and creativity. This work used structured and semi-structured interviews that showed the less development of research in the classroom at the José María Córdoba Integral Center school. It is evident that the students do not question their environment, the curiosity decreases, and the study plans are given greater importance. This thesis aims to understand how to generate research in the José María Córdoba I.E.D classroom in order to develop skills in the fifth-grade children. The methodology used was participatory action research, which focuses on the construction of knowledge in the community. This knowledge transforms the subjects through collective processes that generate changes in social, cultural and educational contexts. Likewise, participatory research allows the students to change and reflect. Through this methodology the children make questions and practices that allow them to solve their concerns, learn from the others and from themselves, plan and develop investigative processes. This thesis was developed in three research stages. The first stage aims to discover the postulates of research in the classroom. The second one analyzes the research in the classroom through the training of the children of the target group. According to Eizagirre and Zabala (2013) and Ander (1990), this second moment takes place in three phases: diagnosis, planning and action. The third stage seeks to recognize the development of investigative skills in students by giving the IAP through an evaluation phase. In summary, the thesis identified how research in the classroom is one of the pillars in the discovery and creation of new knowledge. This happens when imagination, curiosity and creativity come together in the daily life of the school. All this allows strategies that improve and transform the syllabus according to the necessities of the community. Ultimately, this generates transversal training of future researchers, both students and teachers.