Integral Development Of Students Research Articles

Evidence of the classical management approach in the guidelines of the National Common Curricular Base (BNCC) and its implications for brazilian education

The present work aims to present evidence of the classical approach to administration, discovered in the National Common Curricular Base (BNCC), seeking to identify some of its implications for Brazilian education. To achieve this, this qualitative research makes use of the BNCC itself, specifically its introductory part and its pedagogical foundations. The BNCC is a document that specifies the skills, abilities and knowledge that every Brazilian student must acquire throughout their basic education. Analysis of the document demonstrates that the BNCC incorporates some of the principles found in the classical management approach, including the focus on worker efficiency and work standardization. Some objections to the document focus on the excessive standardization of teaching, which restricts teachers' autonomy and limits the diversity of pedagogical approaches. Furthermore, the emphasis on efficiency and measurable results can lead to a reductionist and utilitarian view of education, disregarding subjective aspects and the integral development of students.

Assessing Non-University Teachers’ Self-Perception of Entrepreneurial Competence: A Study of the Teachers of the Sagrada Familia Foundation in Spain

Different studies highlight the importance of developing entrepreneurial competence (EC) from the earliest educational levels, as well as during the teacher training stages, as they are considered to be facilitating and transforming agents in the integral development of students. The purpose of this research is to analyse the self-perceived level of knowledge and implementation of EC among active teachers from non-university centres managed by the Sagrada Familia Foundation, Spain. After designing a questionnaire based, among others sources, on EntreComp and EntreCompEdu frameworks, an expert judgement was carried out. A total of 326 participants answered the questionnaire. The result show that more than 70% of respondents had not heard about EntreComp and EntreCompEdu; more than 50% had no knowledge of entrepreneurial education (EE); and the respondents as a whole stand out in terms of perseverance, motivation, autonomy, decision-making and teamwork; only 14–18% of respondents plan subjects that pay attention to ECs. Moreover, almost 50% of respondents state that they use participatory learning methodologies, while only 13% believe that when evaluating pupils’ performance, it is necessary to support sharing achievements and progress with internal and external agents; only a further 15% involve students in the assessment process. We must advocate and work for the development of ‘teacherpreneurs’, and start developing EC in all stages of teacher training.

Games and play in elementary school in the municipal network of Belo Horizonte

Currently, it is clear that school-age children do not show interest in old games and play, it is observed that they are being stimulated and led to the use of new technologies and electronics. The guiding question of this study is: do teachers use traditional games and play in the classroom and what is their opinion on the subject? It aimed to identify the opinion of teachers in relation to Games and play in the integral development of students from the 1st to the 5th year of elementary school in the city of Belo Horizonte – MG. A descriptive field research was carried out with a qualitative and quantitative approach, applying a semi-structured questionnaire, in a sample of 100 teachers. In the theoretical framework, research related to child development was sought: motor, affective, cognitive and social aspects, in addition to games and play in the school context and the dynamics of classes proposed by teachers, used in the past, highlighting the perceptions of learning by playing and play learning in elementary school, with the mediation of games and play in the classroom. The study shows that there is unanimity among the teachers interviewed in the sense of understanding and using traditional games and play as part of the teaching-learning pedagogical process. Realizing the need for technical updating of professionals for the implementation and application of recreational activities in the pedagogical format. Although they know the importance of games and play for the development of students, it was noticed that interventions, direct in schools, are still restrained. Respondents stated that the greatest benefits are related to group interaction, reasoning ability and concentration, partially confirming the hypothesis of this study. There is a need for a broader understanding of the practice of games and play, covering aspects of development and integrality, generating in teachers more pedagogical intentionality in planning the practice. Therefore, recognizing the benefits, conformity and uniformity within educational institutions, so that games and playare seen, not only as a recreation tool, but as an act of learning, an inexhaustible source of pleasure, joy and satisfaction.

Cooperative learning in basic education: a theoretical review

The purpose of this theoretical review article is to analyze the implications of cooperative learning in secondary school students in educational institutions, taking into consideration its relevance for the teaching-learning process and the development of basic competencies in students. In this sense, cooperative learning enables the application of pedagogical strategies that strengthen students' learning in an environment of face-to-face interaction, positive interdependence, shared responsibility, permanent communication of the results achieved; that is why this is one of the strategies that have a greater diffusion and acceptance in different schools and levels of education. Cooperative learning provides an essential support in the integral development of students in a classroom environment, in which mutual support is necessary for the achievement of the objectives set. From this point of view, it is known that cooperative learning strengthens the emotional support of the students, generating in them the strengthening of their capacities, abilities, skills and values in the resolution of problematic situations with which they must face in their learning process. Finally, cooperative learning currently provides an answer to the learning needs of the students in an environment of knowledge construction and significant learning, generating an educational welfare in the students of the educational institutions.

Learning and knowledge technologies in the content language integrated learning for the development of intercultural communicative competence

This article focuses on the incidence of learning knowledge technologies and the content learning integrated language approach in the development of intercultural communicative competence (ICC). ICC is considered a relevant competence for the 21st century in the process of teaching and learning foreign languages and the integral development of students. This research arose from the need to complement the development of communicative skills in English students from the UCEVA Language Department of the municipality of Tulua. With the aim of developing intercultural competence in 32 students of English level 2 of Teens and Adults programs. In order to promote the recognition, respect, and acceptance of cultural diversity and the enrichment of cultural identity through interaction, and socialization with others in different situations and contexts. To carry out this quantitative study, with a quasi-experimental design, the “ICC skill to 21st-century” test was applied as a pre-test and post-test to identify and evaluate the level of development of intercultural communicative competence in the participants. Also, the didactic unit “Beyond my thoughts” framed in the use of LKT tools and the CLIL approach was implemented and the descriptive frequency and independent samples techniques of the SPSS v.20 were used to analyze the data obtained. As a result, the statistical analysis showed that there were no significant incidents in the development of intercultural communicative competence, therefore the null hypothesis was accepted. While the descriptive results reflected that the implementation of the didactic unit generated an impact on the development of this 21st-century skill given that intercultural communicative competence involves both the dimensions of people and those experiences that they live. Therefore, its evaluation is not limited to tests but to the analysis and reflection that students make of their process sequentially when facing their reality.
  

Strategy for the Evaluation and Monitoring of Competencies in Engineering Programs to Improve Students’ Learning and Quality of Education

The Sustainable Development Goals (SDGs) and the Education for Sustainable Development (ESD) framework propose the concept of competencies as a key cognitive, attitudinal, and procedural aspect aimed at the integral development of students, which implies a challenge in the way of evaluating them. Thus, the traditional monitoring of students’ progress through their grades is not enough, and monitoring competency is becoming more important. This research proposes a system for monitoring competencies in engineering programs. The system identifies the expected learning outcomes (LOs) of each course and cross-references them according to the ponderation of each evaluation planned. Subsequently, it links each LO with the competencies of the course, allowing the student to be monitored throughout their career. The strategy was applied to a civil engineering course. The students’ results, according to the course competencies, were obtained, linking them correctly with the LO and the grades obtained. The evolution of these competencies was evaluated until the end of the semester in which the students were taking the course. The analysis of the results shows the differences between the monitoring by grades versus by competencies, evidencing that there were cases in which a student passed the course by grades but failed to develop the expected competency.

ENTORNOS SOCIALES Y EMOCIONALES DE UN ADOLESCENTE CON SÍNDROME DE DOWN; LA HISTORIA DE LA VIDA DE MATEO

Los estudios sobre el desarrollo integral de los estudiantes con síndrome de Down se han centrado en la infancia y la niñez, y la literatura sobre atención de adolescentes y jóvenes con esta condición es poco visible en esta región de Ecuador (Manabí). Este trabajo tuvo como objetivo socializar la historia de vida de un estudiante con síndrome de Down en la adolescencia. La metodología utilizada es el estudio de caso, haciendo uso de las técnicas de investigación cualitativa: entrevista, observación participante y mapeo de actores para la reconstrucción de las etapas de su vida: gestación, niñez y vida actual, organizadas según los entornos familiar, escolar y comunitario. Mateo es el seudónimo de un estudiante de 18 años al que se le diagnosticó síndrome de Down con 70% de discapacidad intelectual, y cursa el primer año de Bachillerato en una institución pública domiciliada en Manabí, Ecuador. Entre los resultados se presentan las voces de los informantes categorizados según los entornos social y afectivo. Además, se propone una ruta para el apoyo psicosocial y cognitivo desde la perspectiva de la educación especializada, que puede contribuir al fortalecimiento de la autonomía y la autorrealización de las personas con síndrome de Down.

La enseñanza de educación socioemocional en la escuela primaria desde la perspectiva de la socioformación

Actualmente se enfrentan diversas tensiones conductuales, emocionales y sociales que influyen de manera negativa en el devenir armónico de la humanidad. En este contexto, la educación enfrenta nuevos retos y desafíos que no sólo estarán permeados por la enseñanza de aprendizajes cognitivos, sino por otros aprendizajes emocionales que promuevan la formación integral del ser humano como se establece en los principios filosóficos de la educación mexicana. La presente investigación, tiene como propósito realizar un análisis teórico a partir de la revisión bibliográfica sobre las emociones y la educación socioemocional como área formativa que pretende favorecer el desarrollo armónico e integral de los estudiantes. Se hace un análisis conceptual de las emociones, la educación socioemocional y la socioformación como enfoque emergente de enseñanza que orienta la formación del individuo a partir de la resolución de problemas del contexto, el trabajo colaborativo y el desarrollo del talento humano. Los resultados concluyen que los educadores deben potenciar el desarrollo de las habilidades socioemocionales en los estudiantes para favorecer su formación integral y el despliegue de las capacidades de autoconocimiento, autorregulación y autonomía en el marco de la empatía y la colaboración.

Football as a means of developing physical qualities and improving the academic performance of middle school children

The purpose of the work is to scientifically substantiate the positive impact of football training on the harmonious physical and intellectual development of middle-class children. Initially, a survey was conducted of students to identify the success of the study and the particular interests of students involved in football, other sports and not playing sports at all. 82 students of sixth form of schools №№ 38, 49 participated in the questioning. A formative experiment with the use of section work on football was conducted on the basis of PSS # 38, in sixth grades. The influence of football lessons on the integral development of students was identified. The positive influence of the practice of section work on football on the physical, intellectual and artistic development of children, on the possibility of comprehensive comprehensive influence on the process of child development through the use of effective means of integrated development of children.

Tutorial Action and Emotional Development of Students as Elements of Improved Development and Preventing Problems Related with Coexistence and Social Aspects.

Integral development of students is promoted through tutorial action. Tutorial action is understood as the personal development of students, their learning, and their capabilities for social and labour integration. A descriptive, nonexperimental and ex post facto design was used. The sample consisted of 569 primary school students. The importance of emotional education and student tutoring was highlighted by the results produced. A relationship was established between working on emotions and emotional regulation, cognitive re-evaluation, and capacity to respond in an emotionally appropriate way when faced with different situations.

Procesos de visualización en la resolución de problemas de matemáticas en el nivel de básica primaria apoyados en ambientes de aprendizaje mediados por TIC.

Las matemáticas contribuyen al desarrollo integral de los estudiantes para su integración a la sociedad; en el departamento del Quindío en los últimos años, se evidencia en los resultados de las Pruebas Saber de grado 3° y 5° que los estudiantes presentan diversas dificultades en matemáticas, una de las causas es la dificultad que les genera enfrentarse a la resolución de problemas. Esto se debe a que muchos docentes en ocasiones dan poca trascendencia a ciertos procesos como sucede con  los procesos de visualización, como lo señala Zimmermann y Cunningham (2013, citado por Martinovic, Freiman y Karadag p. 213) la visualización en los procesos de aprendizaje de la matemática contribuye al desarrollo de una comprensión más profunda y significativa tanto de las ideas matemáticas y las relaciones entre los conceptos matemáticos, o desconocen el potencial que poseen los ambientes de aprendizaje y la integración de las TIC, que hacen trascender el aula física, enriqueciéndola con nuevas alternativas pedagógicas y dando a los estudiantes experiencias significativas y mejores oportunidades de aprendizaje. Por lo anterior se desarrolló la investigación bajo una metodología cualitativa de tipo interpretativa (Sampiere, Fernandez y Batista 2010), cuyo objetivo fue analizar incidencias de los procesos de visualización apoyados con ambientes TIC, en la resolución de problemas de matemáticas, por estudiantes de la educación básica primaria, encontrándose mediante la implementación de los software educativos que la visualización juega un papel muy importante en cuanto a los estilos de resolución de problemas de los estudiantes, de acuerdo a la categorización de las tareas propuestas.

The Influence of Football on the Development of Physical Qualities and Academic Success of Middle School Children

The purpose of the work is to scientifically substantiate the positive impact of football training on the harmonious physical and intellectual development of middle-class children. Initially, a survey was conducted of students to identify the success of the study and the particular interests of students involved in football, other sports and not playing sports at all. 82 students of sixth form of schools №№ 38, 49 participated in the questioning. A formative experiment with the use of section work on football was conducted on the basis of PSS # 38, in sixth grades. The influence of football lessons on the integral development of students was identified. The positive influence of the practice of section work on football on the physical, intellectual and artistic development of children, on the possibility of comprehensive comprehensive influence on the process of child development through the use of effective means of integrated development of children.

Integral Development of Students with Special Educational Needs in Inclusive Education from a Personalistic Perspective

The student’s right to integral development resulting from the internal dignity of each person is most fully explained in the concept of classical personalism. This right applies to every student, regardless of their age, family and social conditions or cognitive competence. In recent years, an inclusive model of education has been promoted, one promising high quality education to all students in mainstream schools. The aim of the article is to demonstrate the importance of the concept of integral upbringing based on personalism in inclusive education, being that this approach alone guarantees the authentic good of all participants of the inclusion process, without the risk of falling into collectivism or excessive individualism.

Lectura y comprensión lectora mediante las tecnologías de la información y comunicación en educación básica

Reading plays an important role in the integral development of students, strengthening and enhancing their abilities of interpretation, understanding and basic communication skills for good school performance. The study sought to strengthen reading and reading comprehension through Information and Communication Technologies (TIC) in basic education. With a qualitative methodological design under the participatory action research (IAP) model, the data collection techniques used were the participant observation and the field diary. There were one hundred twenty-nine (129) participants from the Francisco de Paula Santander educational institution, José Maria Córdoba headquarters. The results of the observation showed weaknesses in the reading and reading comprehension processes, omitting and confusing letters, low verbal fluency and lack of interest in reading, for which the teachers designed pedagogical strategies based on ICT to solve this problem.

La gestión de los procesos neuropedagógicos del aprendizaje y la necesidad de un docente conectado con la neuropedagogía

In the article, the need of the neuropedagogical management of the learning processes is exposed, considering as a research problem the reorientation of the pedagogical practices of the teacher with neuropedagogical elements. The inadequate application of teaching strategies, the lack of neuropedagogical preparation of teachers, and the omission of resources to manage the intrinsic motivation towards learning, generates conformism and disinterest in students, reducing significance to learning. As a result, it is new in the Ecuadorian context to deepen from the pedagogical research regarding the optimization of the learning processes with the support of superlearning techniques focused on the neurobio-psychosocial development of the students, and the evaluation of their impact on the integral development of student.

Adolescentes em Atendimento Socioeducativo e Escolarização: Desafios Apontados por Orientadores Educacionais

Resumo O adolescente em cumprimento de medida socioeducativa em regime aberto possui o direito de frequentar a escola, que deve afetar positivamente sua formação global e desenvolvimento psicológico. Entretanto, a inserção e permanência desses adolescentes no ambiente escolar se mostram desafiadoras. Trata-se aqui de pesquisa exploratória que teve por objetivo o levantamento das estratégias pedagógicas adotadas para promover a inclusão e o sucesso acadêmico desses jovens, em quatro escolas do Distrito Federal. Participaram do estudo cinco orientadoras educacionais. As informações foram obtidas a partir de entrevistas semiestruturadas, e analisadas qualitativamente segundo sistema aberto de categorização. Os resultados apontaram dificuldades e possibilidades: a insuficiência de estratégias pedagógicas que atendam às especificidades destes alunos; precária interlocução entre atores do atendimento socioeducativo e a escola; motivação para o efetivo acompanhamento pedagógico dos adolescentes nas escolas; compreensão de que o ambiente escolar deve possibilitar o desenvolvimento integral dos estudantes.

Los apoyos estudiantiles al servicio de la formación integral en la Universidad de Chile

En el presente artículo se describen brevemente tres áreas de acción, que tienen por objetivo apoyar el desarrollo integral de los estudiantes de la Universidad de Chile. El desafío es alcanzar una población de estudiantes de excelencia académica, sin discriminaciones socioeconómicas. Una de estas áreas es el Bienestar Estudiantil, unidad encargada de la elaboración de programas dirigidos a apoyar a los estudiantes que presentan carencia de recursos económicos y a brindar atención psicosocial. Un segundo ámbito es el Servicio de Atención Médico-Dental, orientado a brindar un modelo de desarrollo de salud integral. Una tercera área es el apoyo a las actividades extracurriculares, que pretende contribuir a la promoción de acciones que busquen el mejoramiento de los proyectos estudiantiles, entregando una asesoría directa a los alumnos.