Inteligencias múltiples en los niños y niñas del grado segundo 1 y 2

Abstract

This research aimed to analyze the implementation of the Multiple Intelligences approach in second grade groups (2-1 and 2-2) at the Institución Educativa Técnica Nuestra Señora de la Paz, located in Quípama, Boyacá, during the year 2024. The study was conducted under a qualitative approach, based on the Action Research methodology articulated with the Systematization of Experiences. The participants included teachers and students from the selected grades. Data collection techniques such as participant observation, in-depth interviews, focus groups, and pedagogical journals were used. The information was organized through an analysis matrix, allowing the comparison of findings with the established theoretical categories. The results showed that the diversification of pedagogical strategies, grounded in the Multiple Intelligences theory and experiential learning, promoted students’ cognitive, socio-emotional, and physical development. Additionally, it increased motivation, participation, and collaborative work. The process also strengthened teachers' reflective practices and contributed to the transformation of teaching strategies toward more inclusive and dynamic models. It is concluded that the implementation of active methodologies based on the recognition of individual talents significantly contributes to improving teaching and learning processes in the school context.