Proyecto de diseño de intervención educativa “Desarrollo de estrategias de pensamiento histórico a través de lo lúdico en los niveles primario y secundario
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Martínez Reina, Matías José
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Buenos Aires
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Abstract
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El enfoque de la enseñanza tradicional de la historia, el cual no contempla a la afectividad como componente necesario para la adquisición de nuevos aprendizajes, sumado a la invisibilización de los intereses de los adolescentes, son aspectos que influían negativamente en la apropiación de los contenidos en el campo de las ciencias sociales en el segundo ciclo del nivel primario y nivel secundario de una institución educativa de gestión privada de la ciudad de Zárate. El presente Trabajo Final da cuenta del diseño, ejecución y evaluación de proyecto de intervención educativa; cuyo objetivo fue el de promover el desarrollo de estrategias de pensamiento histórico a partir de la utilización de propuestas lúdicas, a fin de dar respuesta al problema referente a las dificultades en las estrategias de enseñanza implementadas por los docentes de la unidad académica. La propuesta de trabajo consistió en capacitar a los docentes a través de talleres. En ese marco, se les facilitó herramientas teóricas y prácticas tendientes a la incorporación de propuestas lúdicas que luego tuvieran impacto en el diseño de actividades. Tras desplegarse las propuestas lúdicas en el ámbito áulico, los estudiantes que se encontraban desmotivados en el aprendizaje de las ciencias sociales, comenzaron a interesarse en las asignaturas de esa área; así como también, lograron apropiarse de los contenidos trabajados.
Dado que se trata de una experiencia de inmersión, la estrategia de aprendizaje basado en juegos fue la que tuvo mayor incidencia en los aprendizajes de los estudiantes. En tanto que, aquellas estrategias ligadas al modelo de enseñanza tradicional de la historia, como lo son la clase expositiva o la proyección de película, donde los estudiantes desempeñan un rol pasivo, tuvieron una incidencia muy inferior en los aprendizajes.
The approach of traditional history teaching, which does not consider affectivity as a necessary component for the acquisition of new learning, added to the invisibility of the interests of adolescents, are aspects that negatively influenced the appropriation of the contents in the field of social sciences in the second cycle of the primary level and secondary level of a privately managed educational institution in the city of Zárate. This Final Work reports on the design, execution and evaluation of an educational intervention project; whose objective was to promote the development of historical thinking strategies through the use of recreational proposals, in order to respond to the problem regarding the difficulties in the teaching strategies implemented by the teachers of the academic unit. The work proposal consisted of training teachers through workshops. In this framework, they were provided with theoretical and practical tools aimed at incorporating recreational proposals that would later have an impact on the design of activities. After the recreational proposals were deployed in the classroom, students who were unmotivated in learning social sciences began to become interested in the subjects of that area; As well as, they managed to appropriate the content worked on. Given that it is an immersive experience, the game-based learning strategy was the one that had the greatest impact on student learning. Meanwhile, those strategies linked to the traditional history teaching model, such as the expository class or the film screening, where students play a passive role, had a much lower impact on learning.
The approach of traditional history teaching, which does not consider affectivity as a necessary component for the acquisition of new learning, added to the invisibility of the interests of adolescents, are aspects that negatively influenced the appropriation of the contents in the field of social sciences in the second cycle of the primary level and secondary level of a privately managed educational institution in the city of Zárate. This Final Work reports on the design, execution and evaluation of an educational intervention project; whose objective was to promote the development of historical thinking strategies through the use of recreational proposals, in order to respond to the problem regarding the difficulties in the teaching strategies implemented by the teachers of the academic unit. The work proposal consisted of training teachers through workshops. In this framework, they were provided with theoretical and practical tools aimed at incorporating recreational proposals that would later have an impact on the design of activities. After the recreational proposals were deployed in the classroom, students who were unmotivated in learning social sciences began to become interested in the subjects of that area; As well as, they managed to appropriate the content worked on. Given that it is an immersive experience, the game-based learning strategy was the one that had the greatest impact on student learning. Meanwhile, those strategies linked to the traditional history teaching model, such as the expository class or the film screening, where students play a passive role, had a much lower impact on learning.
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Keywords
ENSEÑANZA PRIMARIA, ENSEÑANZA SECUNDARIA, ENSEÑANZA DE LA HISTORIA, COMPRENSIÓN, MOTIVACIÓN, DIDÁCTICA ESPECIAL, JUEGOS, CAPACITACIÓN DOCENTE, ESCUELAS, ENSEÑANZA PRIVADA, DISEÑO DE PROYECTOS, ANÁLISIS DOCUMENTAL, INTERVENCIÓN PSICOPEDAGÓGICA, ARGENTINA, ZÁRATE
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Tesis de maestría
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144 h.
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Martínez Reina, Matías José (2025). Proyecto de diseño de intervención educativa “Desarrollo de estrategias de pensamiento histórico a través de lo lúdico en los niveles primario y secundario. Tesis de Maestría. FLACSO. Sede Académica Argentina, Buenos Aires.