https://repositorio.unicauca.edu.co/xmlui/handle/123456789/7815 2026-05-15T16:32:15Z 2026-05-15T16:32:15Z Gómez Joaquí, Lisbeth Giovanna Otaya Anacona, Giselle Xiomara Muñoz Muñoz, Lesly Dayana https://repositorio.unicauca.edu.co/xmlui/handle/123456789/9876 2025-01-23T14:34:38Z 2024-01-01T00:00:00Z

Las expresiones artísticas como estrategia didáctica para el desarrollo de los procesos de lectura y escritura en el grado tercero de la Institución Educativa John F Kennedy sede José María Obando Gómez Joaquí, Lisbeth Giovanna; Otaya Anacona, Giselle Xiomara; Muñoz Muñoz, Lesly Dayana En este proyecto de práctica profesional se implementará el uso de las expresiones artísticas en los procesos de la lectura y escritura; estas son habilidades fundamentales para el desarrollo personal y profesional, sin embargo, es común encontrar dificultades entorno a ellas, especialmente en aquellos estudiantes que enfrentan desafíos en la adquisición del lenguaje o muestran un bajo interés por la lectura y escritura, por lo tanto, el objetivo principal es explorar cómo las expresiones artísticas pueden desempeñar un papel significativo en el fortalecimiento de estos procesos, con el uso estratégico e intencional de actividades pedagógicas secuenciales, se buscará mejorar la motivación en la comprensión y la expresión escrita de los y las niñas de la Institución Educativa John F Kennedy, para incentivar la dimensión creativa y el pensamiento crítico integrando la Educación Artística para un aprendizaje significativo en un entorno educativo, dinámico y enriquecedor.; In this professional practice project, the use of artistic expressions will be implemented in reading and writing processes; these are fundamental skills for personal and professional development. However, difficulties are commonly encountered around them, especially among students facing challenges in language acquisition or showing few interest in reading and writing. Therefore, the main objective is to explore how artistic expressions can play a significant role in strengthening these processes. Through the strategic and intentional use of sequential pedagogical activities, the aim is to enhance motivation in comprehension and written expression among the boys and girls of the John F. Kennedy Educational Institution. This is to encourage creative dimension and critical thinking by integrating Art Education for meaningful learning in an educational environment that is dynamic and enriching.

2024-01-01T00:00:00Z Benavides Álvarez, Dayana Karolina Torres Muñoz, Linda Gabriela https://repositorio.unicauca.edu.co/xmlui/handle/123456789/9875 2025-01-23T14:31:49Z 2024-01-01T00:00:00Z

We are bigger together, English and collaborative classroom projects with 2nd-grade students in Hogar Madre de Dios School Benavides Álvarez, Dayana Karolina; Torres Muñoz, Linda Gabriela This is a report about our Professional Practice called “We are Bigger Together, English and Collaborative Classroom Projects” developed in Hogar Madre de Dios school with the second grade (A and B) students. In this report you will find some specific aspects about our experience. The first section presents the Context, there we describe where we developed the activities and the main characteristics around our students, to know the context allowed us to plan and interpret everything that happened in the experience. Then we continued with the Justification and Objectives, those sections present the relevance of the Practice and the main goals related to communicative skills in English and Pedagogical Classroom Projects in the line of collaborative strategies. The report continues with Conceptual references that gave us a bases and some ideas to design, develop and evaluate the interaction that we had in the classrooms; then we present the Experience, Strategies and action, there we summarize all the activities that we proposed and are part of our interaction in the classroom. Finally, we expose a Pedagogical reflection about the whole process, there we analyze the complete practice, our performance and learning as pre-service teachers, and the learning that our students achieved. We proposed a booklet that compiles some of the relevant activities in order to invite other teachers to explore different ways to work in class.

2024-01-01T00:00:00Z Durán Suarez, Nataly Eliana Quintero Galvis, Melanie Vargas Coy, María Yuliana https://repositorio.unicauca.edu.co/xmlui/handle/123456789/9874 2025-01-23T14:29:23Z 2024-01-01T00:00:00Z

El desarrollo de la educación emocional como estrategia didáctica en el mejoramiento de los procesos lecto-escritores de los niños Durán Suarez, Nataly Eliana; Quintero Galvis, Melanie; Vargas Coy, María Yuliana La educación emocional tiene como objetivo principal el desarrollo de habilidades emocionales en los estudiantes. Al promover estas, la educación emocional busca fortalecer las capacidades sociales y emocionales de los estudiantes, ayudándoles a comprender, validar y gestionar sus propias emociones, a relacionarse adecuadamente consigo mismo y con los demás, y a desarrollar una actitud positiva hacia la vida. La educación emocional puede desempeñar un papel importante en la enseñanza de la lectura y escritura al considerar los aspectos emocionales y afectivos relacionados con estas habilidades. De esta manera, se aprecian algunas formas en las que la educación emocional puede respaldar y enriquecer la enseñanza de la lectura y escritura como lo son la motivación; comprensión emocional; expresión emocional; empatía y perspectiva; autoconciencia y autorreflexión.; The main objective of emotional education is the development of emotional skills in students. By promoting these, emotional education seeks to strengthen students' social and emotional capabilities, helping them to understand, validate and manage their own emotions, to relate appropriately with themselves and others, and to develop a positive attitude towards life. Emotional education can play an important role in the teaching of reading and writing by considering the emotional and affective aspects related to these skills. In this way, some ways in which emotional education can support and enrich the teaching of reading and writing are appreciated, such as motivation; emotional understanding; emotional expression; empathy and perspective; self-awareness and self-reflection.

2024-01-01T00:00:00Z Sarria Villamarín, Luisa Fernanda https://repositorio.unicauca.edu.co/xmlui/handle/123456789/9873 2025-01-23T14:26:47Z 2024-01-01T00:00:00Z

Learning through my talents and my context : An approach to the linguistic, pragmatic and sociolinguistic communicative competences in third graders at Carlos Alban School in the periods 2023-2 and 2024-1 Sarria Villamarín, Luisa Fernanda This professional practice was developed at Carlos Albán School, located in the municipality of Timbío – Cauca – Colombia, in an urban area to the East of the city, with third graders. In order to promote innovative practices and strategies, this work is part of a cooperative strategy called “Learning through my talents and my context”, promoting communicative competences (Linguistic, Pragmatic and Sociolinguistic), through group activities from students' interests (dance, painting, and songs) in order to create a positive environment, in which the ideas of others were shared, respected and valued. As mentioned above, 3 phases were established to develop and strengthen these competencies, which are as follows: 1. Drawing and painting, strategies to develop my English Competences 2. Singing, a strategy to develop my English Competences 3. Dancing, a strategy to develop my English Competences That is why this professional practice is framed from the interests of students and their contexts, taking cooperative learning as a pretext, to develop and strengthen communicative competences, giving priority to the student. In the same way, it intended to encourage and motivate students not only to develop communicative competences in English, but also to the appropriation of new knowledge in another language.

2024-01-01T00:00:00Z