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Las relaciones de poder entre adultos educadores y niños-niñas
(Universidad de Chile, 2013)
“Prácticas Pedagógicas Positivas de la Literacidad Emergente”
(Universidad de Chile, 2017)
Material didáctico háptico para niños con ceguera. El sapito de 4 ojos y el ciclo de vida de un anfibio
(Universidad de Chile, 2013)
Pequelectura : descubre un mundo entretenido
(Universidad de Chile, 2018-12)
Cazadores de signos. Estudio de caso : diseño de sistema lúdico como material de apoyo educativo en el contexto de enseñanza aprendizaje de la lecto-escritura en alumnos de primer año de educación general básica, de la Escuela Membrillar, Quinta Normal - Santiago
(Universidad de Chile, 2015)
experiencia; la dinámica se enriquece en grupos reducidos, haciendo el material idóneo para ser trabajado como Material de Apoyo para Educadoras Diferenciales y/o Docentes especializadas en Trastornos Específicos de Lenguaje, con niños que presenten retraso, o...
Molinos & Gigantes
(Universidad de Chile, 2017-10)
Representaciones de sí mismos de los niños y niñas en proceso de escolarización que habitan en zonas rurales
(Universidad de Chile, 2015)
analítico para la interpretación de los resultados y el software Atlas.ti para categorizar las narrativas. Los resultados muestran una dualidad entre niños que evidencian representaciones predominantemente abstractas y concretas (abstracción), y...
The rural world is a social field culturally differentiated, which has a significant interference with the psychological development of children who live in these areas and with their individuation process. This research aims to describe the representations that children who begin their schooling process and live in rural areas build about the world and themselves in terms of their complexity and around the school experiences, family relationships and rural life as central contexts of significance. Thus, the research is based on the prospects of constructionism and geography of childhood as main theoretical axes. As for the methodological, it is framed within the qualitative paradigm, taking elements of the narrative and phenomenological designs. The participants were children aged from 6 to 10 years of age, living in rural areas of Buin and Paine. An analytical theoretical model was used for the interpretation of the results and a software Atlas.ti to categorize the narrative. The results show a duality between children who show abstract and concrete representations predominantly (abstraction) and children that show a limited and extensive predominantly (dimensionality). Nevertheless, both dimensions of complexity had a limited level of development...
The rural world is a social field culturally differentiated, which has a significant interference with the psychological development of children who live in these areas and with their individuation process. This research aims to describe the representations that children who begin their schooling process and live in rural areas build about the world and themselves in terms of their complexity and around the school experiences, family relationships and rural life as central contexts of significance. Thus, the research is based on the prospects of constructionism and geography of childhood as main theoretical axes. As for the methodological, it is framed within the qualitative paradigm, taking elements of the narrative and phenomenological designs. The participants were children aged from 6 to 10 years of age, living in rural areas of Buin and Paine. An analytical theoretical model was used for the interpretation of the results and a software Atlas.ti to categorize the narrative. The results show a duality between children who show abstract and concrete representations predominantly (abstraction) and children that show a limited and extensive predominantly (dimensionality). Nevertheless, both dimensions of complexity had a limited level of development...
Pedagogía construccionista en contexto de pandemia: tensiones, oportunidades y expectativas
(Universidad de Chile, 2020)
lugar a oportunidades de co-construcción del conocimiento ―es decir, al paradigma construccionista― en el ámbito educativo (pedagogía construccionista). Esto principalmente a través de la adopción y uso de herramientas tecnológicas que ha forzado el...