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Condori, M., (2024). Reconociendo las Emociones Mediante la Metodología del Aprendizaje Basado en Proyectos [Asociación Pukllasunchis]. http://repositorio.pukllasunchis.org/xmlui/handle/PUK/161
Condori, M., Reconociendo las Emociones Mediante la Metodología del Aprendizaje Basado en Proyectos []. PE: Asociación Pukllasunchis; 2024. http://repositorio.pukllasunchis.org/xmlui/handle/PUK/161
@misc{renati/816364,
title = "Reconociendo las Emociones Mediante la Metodología del Aprendizaje Basado en Proyectos",
author = "Condori Alfaro, María Angélica",
publisher = "Asociación Pukllasunchis",
year = "2024"
}
Título: Reconociendo las Emociones Mediante la Metodología del Aprendizaje Basado en Proyectos
Autor(es): Condori Alfaro, María Angélica
Asesor(es): Saavedra Martinez, Raisa
Palabras clave: Metodologías activas; Metodología aprendizaje basado en proyectos; Estrategias metodológicas
Campo OCDE: https://purl.org/pe-repo/ocde/ford#5.03.01
Fecha de publicación: 19-jul-2024
Institución: Asociación Pukllasunchis
Resumen: Resumen
En este trabajo de investigación se plantea el uso del (ABP) Aprendizaje Basado en Proyectos como metodología para el desarrollo de competencias emocionales basándose en las cuatro emociones básicas: la alegría, la tristeza, el miedo, y el enfado. Es importante desarrollar habilidades emocionales para fomentar en el niño y la niña la construcción de su confianza, que se conozcan a sí mismos e identifiquen lo que sienten para que puedan regular sus emociones y aprendan a comunicarse de forma asertiva, y como consecuencia, puedan convivir de forma armoniosa con su entorno más cercano y en el aula. Así mismo, incluir metodologías activas en el proceso de enseñanza-aprendizaje tiene como propósito de que los niños y las niñas desarrollen de manera progresiva su autonomía, vivan una experiencia significativa, desarrollen una genuina necesidad por aprender y aprendan a investigar respondiendo a una pregunta real de investigación desde edades tempranas con el acompañamiento y guía del docente del aula, quien se muestra atento, brinda un espacio de confianza y realiza una retroalimentación constante con el fin de lograr los objetivos de aprendizajes propuestos. Se concluye que es esencial brindar un espacio en el aula en el que se desarrollen las competencias emocionales en los niños y las niñas porque se trata de un aprendizaje para la vida que les permitirá convivir en comunidad y en un entorno de paz con ellos mismos y con los otros.
Pisiy rimayllapi willasayki Kay t’aqwiy llankaypin tupukushan chani yachay proyectos nisqapi chhapichasqa, yachay hap’iypi atipanakuy, competencias emocionales nisqakunaq ñawpaqman puririnanpaq ñan, aswantaqa: Kusikuy, khuyaychakuy, manchakuy, phiñakuypi chay tawantin kawsaykunapi. Kay kawsaykuna paskariyqa, warmi, qhaei wawakunapi, pay kikin yachayninpi, ruwayninpi iñinanpaqmi, chaywan pay kikin riqsikuspan yachakuspan hieq’i masinkunawan munayta rimanakunqa, apanakunqa, yachanqataq ima pachapi, imanispa, imanynata pita, Mayta niytapas. Chayqa wasi-ayllunwan, hirq’imas inkunawan, ayllu masinkunawan, hinallataq yachaywasipi yachaq masinkunawanpas sumaq kawsananpaq. Chhaynallataq, yachachinakuypi metodologías activas nisqakuna yapay umachakuyqa warmi, qhari wawakunaq pisi, pisimanta payllamantaña imapas rurananpaq, yachananpaq akllakuspa aripay llalliy atinanpaq ima. Chayqa wiñaypaq yachay hap’isqan, kanqa, yachayman rinqa, chaymanta huch’uy runa kayninmanta pacha, yachachiqninpa aysarisqan, q’imiriyusqan tapukuyman kutichispa t’aqwiriyta yachananqa. Yachaywasiqa kanan yachaqkunaq chaypi kay nunanan, yachachiqpas yachaqkunaq yachay hap’isqankuta qhawarispan yachaytaqa mat’ipan, chhaynapi paypa yachachiyninpi tupukusqa hunt’akunanpaq. Tukuykun, ancha allimi yachawasi ukhupi huq ch’ulpa utaq k’uchu kanan chay emociones nisqakuna warmiqhari wawakunaq kawsay yacharinankupaq, chay yachayqa kay pachapi munanakuywan wayllunakuywan hirq’i masinkuwan, ayllu masinkuwan ima kawsanankupaq allimpuni. Chanin rimaykuna: emociones, metodologías activas, yachay hap’iykuna proyectos nisqakunapi chhapichasqa, yachaykuna, estrategias metodológicas nisqakuna ima
Abstract This research paper discusses the use of (ABP) Project Based Learning as a methodology for developing emotional competences based on the four basic emotions: joy, sadness, fear, and anger. The importance of developing emotional skills is to foster in the child and the girl the construction of their confidence, knowing themselves and identifying what they feel to regulate their emotions and learn to communicate them in an assertive way and as a result, to coexist in harmony with their closest environment and in the classroom. Similarly, the purpose of including active methodologies in the teaching-learning process is for children to progressively develop their autonomy, live a meaningful experience, develop a genuine need to learn and learn to research by answering a real research question from an early age with the accompaniment and guidance of the classroom teacher who is attentive and provides a space of confidence and carries out a constant feedback in order to the proposed learning goals. It is concluded that it is essential to provide a space in the classroom in which emotional competences are developed in boys and girls because it is a lifelong learning that will enable them to coexist in community and in a peaceful environment with themselves and with others. Keywords: emotions, active methodologies, project-based learning methodology, learning, methodological strategies.
Pisiy rimayllapi willasayki Kay t’aqwiy llankaypin tupukushan chani yachay proyectos nisqapi chhapichasqa, yachay hap’iypi atipanakuy, competencias emocionales nisqakunaq ñawpaqman puririnanpaq ñan, aswantaqa: Kusikuy, khuyaychakuy, manchakuy, phiñakuypi chay tawantin kawsaykunapi. Kay kawsaykuna paskariyqa, warmi, qhaei wawakunapi, pay kikin yachayninpi, ruwayninpi iñinanpaqmi, chaywan pay kikin riqsikuspan yachakuspan hieq’i masinkunawan munayta rimanakunqa, apanakunqa, yachanqataq ima pachapi, imanispa, imanynata pita, Mayta niytapas. Chayqa wasi-ayllunwan, hirq’imas inkunawan, ayllu masinkunawan, hinallataq yachaywasipi yachaq masinkunawanpas sumaq kawsananpaq. Chhaynallataq, yachachinakuypi metodologías activas nisqakuna yapay umachakuyqa warmi, qhari wawakunaq pisi, pisimanta payllamantaña imapas rurananpaq, yachananpaq akllakuspa aripay llalliy atinanpaq ima. Chayqa wiñaypaq yachay hap’isqan, kanqa, yachayman rinqa, chaymanta huch’uy runa kayninmanta pacha, yachachiqninpa aysarisqan, q’imiriyusqan tapukuyman kutichispa t’aqwiriyta yachananqa. Yachaywasiqa kanan yachaqkunaq chaypi kay nunanan, yachachiqpas yachaqkunaq yachay hap’isqankuta qhawarispan yachaytaqa mat’ipan, chhaynapi paypa yachachiyninpi tupukusqa hunt’akunanpaq. Tukuykun, ancha allimi yachawasi ukhupi huq ch’ulpa utaq k’uchu kanan chay emociones nisqakuna warmiqhari wawakunaq kawsay yacharinankupaq, chay yachayqa kay pachapi munanakuywan wayllunakuywan hirq’i masinkuwan, ayllu masinkuwan ima kawsanankupaq allimpuni. Chanin rimaykuna: emociones, metodologías activas, yachay hap’iykuna proyectos nisqakunapi chhapichasqa, yachaykuna, estrategias metodológicas nisqakuna ima
Abstract This research paper discusses the use of (ABP) Project Based Learning as a methodology for developing emotional competences based on the four basic emotions: joy, sadness, fear, and anger. The importance of developing emotional skills is to foster in the child and the girl the construction of their confidence, knowing themselves and identifying what they feel to regulate their emotions and learn to communicate them in an assertive way and as a result, to coexist in harmony with their closest environment and in the classroom. Similarly, the purpose of including active methodologies in the teaching-learning process is for children to progressively develop their autonomy, live a meaningful experience, develop a genuine need to learn and learn to research by answering a real research question from an early age with the accompaniment and guidance of the classroom teacher who is attentive and provides a space of confidence and carries out a constant feedback in order to the proposed learning goals. It is concluded that it is essential to provide a space in the classroom in which emotional competences are developed in boys and girls because it is a lifelong learning that will enable them to coexist in community and in a peaceful environment with themselves and with others. Keywords: emotions, active methodologies, project-based learning methodology, learning, methodological strategies.
Enlace al repositorio: http://repositorio.pukllasunchis.org/xmlui/handle/PUK/161
Disciplina académico-profesional: Educación Inicial
Institución que otorga el grado o título: EESP Pukllasunchis
Grado o título: Licenciado en Educación Inicial
Jurado: Eguiluz Duffy, Cecilia María; Suárez Sánchez, Richard; Mar Salgado, Lourdes Cecilia
Fecha de registro: 22-jul-2024
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