La fiesta escolar: participo de los valores proyecto de aula Desarrollado en la institución educativa “Instituto Técnico Carlos Hernández Yaruro” corregimiento de la Ermita, municipio De Ocaña, Norte de Santander.

Abstract

This project is entitled "The school party: I participate in the values Classroom project developed in the educational institution technical institute "Carlos Hernandez Yaruro" located in the village of the chapel, municipality of Ocaña, Norte de Santander. Its purpose is to create spaces that contribute to the significant learning of children in transition, being the main actors, developing recreational and creative actions that contribute to their education. This is done with the support of the teacher's pedagogical practice. In order to do this, it was necessary to identify the problems that stood out most in the school context. The general objective of the project is to promote significant learning experiences that favour favourable environments for the civic education of children in transition from the Instituto Educativa Instituto Técnico "Carlos Hernández Yaruro" as a result of changes in pedagogical practice. On the other hand, the research used in the project is of a qualitative type because it focuses on the quality of the research experiences, with an ethnographic focus since it refers to the study in a specific social field. In addition, information collection techniques and instruments are used, such as: direct observation, participant observation, and interview. At the end of the research, the following results were obtained: in the preschool classroom, the teacher does a poor exercise of her pedagogical practices since she presents difficulties in: the organization of the planning of the pedagogical moments developed in the classroom work, she does not maintain an active class so that there is motivation on the part of the students so that at all times they are active in the teaching-learning process. Moreover, there is very little interaction between teacher-student, which generated demotivation, boredom, indiscipline, conflicts and non-acceptance of norms; this makes significant learning for children a permanent challenge; on the other hand, the difficulties in the use of resources and strategies that dynamize the process of acquiring knowledge, a teacher in the 21st century must be playful and creative, since the challenges presented have been of greater influence, and his task must be constant to generate experiences that contribute to the integral development of individuals.