Lineamientos curriculares para promover los procesos de enseñanza y aprendizaje en primaria mediante el componente lúdico en instituciones públicas de Bogotá.

Abstract

The objective of this doctoral thesis is to propose guidelines for the formulation of curriculum guidelines for the recreational component in teaching and learning processes for primary education in public schools in Bogotá. The research is based on the recognition of recreation not only as a leisure activity, but also as a powerful pedagogical resource that promotes motivation, critical thinking, creativity, and student participation in their educational process. In many cases, the lack of coordination between the official curriculum and the pedagogical practices carried out in primary education in public institutions in Bogotá limits the construction of meaningful experiences and diminishes students' dedication to their own learning process. The gap between the prescribed curriculum and the curriculum that is actually being implemented gives rise to situations of tension that hinder the active, creative, and reflective processes that take place in children. This situation can lead to fragmented practices that do not respond to the real needs of the teaching processes that should take place in the early years of education, which seek to develop critical, autonomous, and participatory individuals, due to the lack of guidelines that incorporate play as a structural component of the learning process. The research paradigm is interpretive with a qualitative approach. The research was carried out using the method of systematizing pedagogical experiences in six official institutions in the city. The information was collected through in-depth interviews with teachers, document review, and a focus group. This methodology allowed for an understanding of the playful practices implemented in real contexts, as well as the factors that enhance or limit them. The findings show that, although some teachers incorporate playful activities into their classes, these are not systematized or linked to an institutional curriculum. Obstacles were identified, such as a lack of training in playful pedagogy, time and resource constraints, and pressure to meet academic standards. However, valuable experiences were also recognized that demonstrate the positive impact of play on students' overall development, especially in strengthening social-emotional, cognitive, and communication skills. Based on a critical analysis of these experiences, benchmarks were developed for the formulation of curriculum guidelines to guide the intentional and planned inclusion of play in teaching practices in primary education. These guidelines are structured as a flexible tool for teachers to design more meaningful and relevant learning environments in the early grades of education. The main contribution of this thesis lies in offering a proposal that responds to the realities of public schools and promotes a change in pedagogical culture, in which play and recreation are recognized as legitimate and effective means of teaching and learning. This aspect seeks to influence the development of educational policies that are more sensitive and contextualized to the particularities of child development and school contexts. The main problem addressed by this research stems from the lack of curriculum guidelines that provide a sound basis for the recreational component of teaching processes in primary education in public institutions in Bogotá. This deficiency manifests itself in fragmented pedagogical practices, which depend on the individual initiative of each educator and lack a reference framework that facilitates the articulation of playful activity with educational objectives, institutional dynamics, and the sociocultural demands of the student population. The absence of guidelines hinders the consolidation of educational experiences that recognize play as a pedagogical component that promotes participation, motivation, collective knowledge construction, and comprehensive development. In the current context, it is imperative to discern the use of playful pedagogy in classrooms, discern the factors that favor and hinder its implementation, and identify which theoretical and practical components can guide the development of curriculum guidelines that enhance its role in the education of primary school students in the public sphere. The implementation of game-based and playful strategies in the classroom has a significant impact on student motivation, their ability to solve problems creatively, and the development of social-emotional skills, fostering a more dynamic and participatory learning environment that enhances student autonomy and promotes a sense of community in the classroom.