Desarrollo de la motricidad según las pedagogías activas
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2015-02-10
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Jaén: Universidad de Jaén
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[ES]Este trabajo trata sobre la investigación de las pedagogías activas, incluyendo su origen y su evolución. En esta investigación se refleja como las pedagogías activas han estado siempre presente durante la historia de la educación de los niños/as, estando en todo momento en contraposición con la pedagogía tradicional. Las pedagogías activas defienden una educación donde el niño/a tenga un papel activo en su aprendizaje mientras que las pedagogías tradicionales el niño/a tiene una función pasiva.
Otro de los temas investigados en este trabajo es el papel tanto del profesorado como del alumnado tanto en las pedagogías activas como en las pedagogías tradicionales. La diferencia de estos roles es muy significativa entre ambas pedagogías.
Las corrientes influyentes en la defensa de las pedagogías activas, método Montessori, método Decroly, método Wardorf y por último el método Freinet. Todos estos autores han apostado siempre por llevar a cabo en las escuelas este tipo de metodologías.
Unos de los aspectos fundamentales de este trabajo, es el desarrollo de la motricidad y su importancia en la educación, así como la necesidad de crear ambientes de aprendizaje según estas pedagogías.
Por último, se ha desarrollada una propuesta didáctica partiendo de la creación de un ambiente de aprendizaje en el aula, el que el cual la metodología llevada a cabo será la defendida en las pedagogías activas.
Como resultado de este trabajo se ha obtenido que en la educación los niños/as deben de ser los propios constructores de su aprendizaje, y que la motricidad es un aspecto que debe de estar presente en todas las aulas, ya que es fundamental para el proceso de enseñanza-aprendizaje.
[EN]This work deals with the investigation of pedagogies active, including its origin and evolution. In this research is reflected as active pedagogies have been ever-present during the history of the education of the children, at any time as opposed to the traditional pedagogy. Active pedagogies defend an education where the child has an active role in their learning while traditional pedagogies child has a passive role. Another of the topics investigated in this works is the role of both teacher and students both active pedagogies and traditional pedagogies. The difference in these roles is very significant among both pedagogies. The current influential in defense of active pedagogies, method Montessori, method Decroly, Wardorf method, and finally the Freinet method. All these authors have opted to always carry out in schools this type of methodologies. One of the fundamental aspects of this work is the development of the movement and its importance in education as well as the need to create environments of learning according to these pedagogies. Finally, it has developed a didactic proposition on the basis of the creation of a learning environment in the classroom, that which the methodology carried out will be defended in active pedagogies. As result of this work has been obtained that education children should be own your learning builders, and that motor is an aspect that must be present in every classroom, which is fundamental to the teaching-learning process.
[EN]This work deals with the investigation of pedagogies active, including its origin and evolution. In this research is reflected as active pedagogies have been ever-present during the history of the education of the children, at any time as opposed to the traditional pedagogy. Active pedagogies defend an education where the child has an active role in their learning while traditional pedagogies child has a passive role. Another of the topics investigated in this works is the role of both teacher and students both active pedagogies and traditional pedagogies. The difference in these roles is very significant among both pedagogies. The current influential in defense of active pedagogies, method Montessori, method Decroly, Wardorf method, and finally the Freinet method. All these authors have opted to always carry out in schools this type of methodologies. One of the fundamental aspects of this work is the development of the movement and its importance in education as well as the need to create environments of learning according to these pedagogies. Finally, it has developed a didactic proposition on the basis of the creation of a learning environment in the classroom, that which the methodology carried out will be defended in active pedagogies. As result of this work has been obtained that education children should be own your learning builders, and that motor is an aspect that must be present in every classroom, which is fundamental to the teaching-learning process.