Citas bibligráficas
Soto, C., Cornejo, D., Vilchez, F., Quispe, R., Eslava, F. (2021). Proyecto Hazla Linda: Cambio de percepción sobre la cultura de la viveza en jóvenes de 4to y 5to de secundaria del Colegio Parroquial San Norberto de La Victoria, Lima [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/18984
Soto, C., Cornejo, D., Vilchez, F., Quispe, R., Eslava, F. Proyecto Hazla Linda: Cambio de percepción sobre la cultura de la viveza en jóvenes de 4to y 5to de secundaria del Colegio Parroquial San Norberto de La Victoria, Lima []. PE: Pontificia Universidad Católica del Perú; 2021. http://hdl.handle.net/20.500.12404/18984
@misc{renati/529799,
title = "Proyecto Hazla Linda: Cambio de percepción sobre la cultura de la viveza en jóvenes de 4to y 5to de secundaria del Colegio Parroquial San Norberto de La Victoria, Lima",
author = "Eslava Mendoza, Fernando Miguel",
publisher = "Pontificia Universidad Católica del Perú",
year = "2021"
}
The health crisis and labour informality have demonstrated the need to work on social norms and, in specific, on the beliefs behind infringement practices. Thus, this investigation presents the diagnosis and design of the project called “Hazla Linda”, which aims to promote the rejection of attitudes and practices related to the creole cleverness1, understood as acts of mischief that seek to manipulate situations for the sole personal benefit in order to gain an immediate advantage (Mejía, 2019). For this purpose, the following communication problem was raised: the validation of the cultura de la viveza from non-compliance with citizen regulations in spaces of social interaction by fourth and fifth high school teenagers from San Norberto High School in the district of La Victoria, Lima, Peru. The project works with two aspects of the creole cleverness concept: negative cleverness and positive cleverness. The first one related to the already mentioned concept about personal benefit, and the second one associated with the use of aspects such as cunning, creativity and speed but for common and social benefit. The collection of information uses a mixed methodology, so tools are designed from a quantitative and qualitative approach. Furthermore, it proposes the implementation of five activities that meet the specific objectives of the project. The strategies used are based on a ludic methodology, as well as from a participatory, critical and self-critical approach. Finally, it is important to note that the project is designed to be implemented both from virtuality and from face-to-face workshops that can be incorporated into classrooms. Regarding the sustainability of the project, the involvement of actors such as teachers and school authorities should be highlighted to allow their incorporation.
Este ítem está sujeto a una licencia Creative Commons Licencia Creative Commons