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    Estudio de caso : análisis de las actividades y estrategias socioafectivas aplicadas en los grados de sexto y séptimo EGB, de la unidad educativa «Charasol»
    (Universidad Panamericana, Escuela de Pedagogía, 2021-07-03)
    Moreira Cedeño, Steeven Andrés
    ;
    Ibáñez Cuenca, Roger Geovanny
    ;
    Monroy Villón, Andrea Eloisa
    ;
    Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
    The present work was carried out in the classrooms of third and seventh year of basic education over a period of eight weeks, where the same problem was observed: teachers and students have a difficulties communication and interpersonal relationship when relating inside and outside the classroom, too was not perceived a climate of trust and open commu-nication, that is, not fulfilled one of the aspects of Ecuadorian education, the education that not only should be taught with quality, it should also be taught with warmth.It is for this reason that we proposed to design a Didactic Guide that emphasizes the use and importance of socio-affective strategies to improve the learning scenario and environ-ment. The work is based on a qualitative research that by means of observation delimited si-tuations manifested in the different classrooms, in addition it is emphasized that the primary source of information are the actors of the classroom and the researcher an interpreter of the observed situations.After the analysis of the information collected and the bibliographic search, a Didactic Guide of Socio-affective Strategies for the improvement of the learning scenario and envi-ronment is supported, founded and developed, hoping that, when implemented, the teacher will plan his 6classes to satisfy the needs of the students and create an adequate learning scenario and environment in his classroom.
      22  188
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    Contextos de aprendizaje para el desarrollo del pensamiento reflexivo en la educación superior
    (Universidad Panamericana, Escuela de Pedagogía, 2019-11-30)
    Sabariego Puig, Marta
    ;
    Ruiz Bueno, Antoni
    ;
    Cano-Hila, Ana Belén
    ;
    Sánchez Martí, Angelina
    ;
    Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
    This article is the outcome of two research projects funded by the University Teaching Research grants. The projects traced the impact of narrative methodologies in reflective thinking among university students, and their impact in learning processes and their personal and professional development. The text is divided into three sections: The theoretical background on reflective thinking, the features of learning environments favouring the development of these skills, and the value of the narrative strategies to accomplish this goal. The text finishes with specific suggestions on how university teaching should be organized and structured in order to achieve the development and evaluation of reflective practice objectives so these ends might be promoted and evaluated.
      2  392
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    Desarrollo socio-afectivo en la educación media superior : el papel del contexto académico
    (Universidad Panamericana, Escuela de Pedagogía, 2019-05-24)
    Ortiz Lack, Luis Gerardo
    ;
    Gaeta González, Martha Leticia
    ;
    Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
    The educational transition currently experienced by Mexico underscores the socio-affective education as part of an educational quality, where the student learns to manage their personal resources for an adequate development in the environment where he develops. In the high-school, this arises throughout the school curriculum, through the generation of learning environments that put in the center the human aspect to contribute to the deployment of emotional skills of the students to trough of the curriculum. The academic context is therefore a space to favor the social learning, as well as to strengthen the motivation of the students towards the achievement of certain goals. It proposes an approach, from the theory of the emotional self-regulation of Saarni, for the reflection on the role dominating the academic environment in the development of socio-affective skills of the students in the upper middle level
      1  95