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    La mejora de la competencia comunicativa docente mediante propuestas dramáticas teatrales: un estudio cualitativo
    (Universidad Panamericana, Escuela de Pedagogía, 2023)
    Iglesias Martínez, Marcos Jesús
    ;
    Camús Ferri, María del Mar
    ;
    Lozano Cabezas, Inés
    ;
    Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
    Didactic communication is a key element in the management of educational and pedagogical processes that take place in the classroom. This allows to organize effective and efficient learning environments in the classroom and promotes environments of communicative exchange with students that generate interest, thought and emotion for education. In the educational stages related to childhood, it is especially relevant to guide the construction of knowledge and the acquisition of skills and abilities. However, it is still subtly promoted in university spaces; and the attempts to train teachers in communicative competence are reduced, in general, to the practice of oral presentations, far removed from the school communicative reality. Multisensory theater pedagogy is another way of learning to communicate in the classroom. The main objective of this research is to analyze the development of learning situations based on theater pedagogy as a teaching strategy that improves didactic communication in teaching-learning processes from the narratives of teachers and teachers. The results indicate that it is a valuable pedagogical tool for the development of communication and pedagogical skills in teachers in general, and for those who are being trained in particular.
      2  92
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    Enseñar por la acción. El programa educativo rural posrevolucionario mexicano (1921-1934). Principios filosófico-pedagógicos
    (Universidad Panamericana, Escuela de Pedagogía, 2022)
    ;
    MÓNICA DEL CARMEN MEZA MEJÍA;215958
    ;
    Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
    The Secretaría de Educación Pública (SEP), established in Álvaro Obregón’s government (1920-1924), sought, through different cultural projects to institutionalize revolutionary values and form a national identity from them. In the field of education, the educational project was developed which synthesized the rural and the indigenous with revolutionary ideals. This work is part of the assumption that between 1921 and 1934, rural education and its institution education, the Escuela Rural Mexicana, received the influence of the pedagogical renewal movement, and teaching, by John Dewey. Rafael Ramírez Castañeda, who on a trip to the United States of America in 1924, learned about the educational trends in vogue in the neighboring country, later, when he was appointed director of rural schools in 1928, projected the collective improvement of rural life in the economic, social, and educational, taking up the American experience of teaching by action. Thus, with this work it is intended to show the implicit parallelism underlying the rural education program, proposed by Ramírez, with Dewey’s philosophical-pedagogical principles. The argumentative development will be done by comparing the texts of both authors.
      13  160