DengueLearningProject

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DIAGNOSIS

The Bolivarian School 'City of San Cristóbal', located in the parish of

Hernández Municipality Samuel Darío Maldonado; Táchira State. It has
a enrollment of five hundred children and thirty-five teachers, as well as
secretaries, caretakers, security guard. The work schedule is Bolivarian from 8am to
4pm. In this regard, it is worth noting that according to the observations
carried out in the first-grade classroom section 'A' of the same institution, it
was able to verify the issues that some students face regarding the
health is at stake; as they showed signs and symptoms of a virus that
transmitted by a mosquito commonly known as the 'White Legs' (The
dengue). For this reason, a prompt solution to the problem will be sought.
through the development of a Learning Project to delve into the
theme and help improve within the educational field.

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GENERAL OBJECTIVE:

Develop the Space for Promotion and Health and Respect for Life
(Dengue prevention), where the transformation processes take place.
from the Hernández community.

SPECIFIC OBJECTIVES:

Perform a diagnosis to verify the need presented by the

population of Hernández.

Develop a prevention campaign against dengue.

Integrate the school population and the community of Hernández in order to

unify efforts to achieve the proposed objectives.

Evaluate the process of the campaign against dengue prevention.

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THEORETICAL AND METHODOLOGICAL CONCEPTUALIZATION

THE SPACES OF THE NEW SCHOOL:

The 1999 Constitution of the Bolivarian Republic of Venezuela assumes

education and work as the fundamental processes to achieve the
essential purposes of the state. Education, then, needs to be reformed into
coherence with the revolutionary process, based on what Simón
Rodríguez proposed originality
and not in domination models that were copied in a way
shameless, deepening the uprooting.
 Therefore, the school needs new ways to conceive of teaching work and
methodological, that shapes the participation and protagonism of the citizen
new republic. Advancing towards an educational structure centered on what
human, which allows to realize knowledge, doing and living together for training
of a social being, creative, productive, and supportive and to take on education
permanent maximum interest of the state; as established by article 102 of
the constitution of the Bolivarian Republic of Venezuela.

If we want to establish a Republic, we must use means... So new

it's new the idea of looking out for the good of all." That novel method is
particularly important in the training of new teachers in a new
school, where actors who have been relegated and excluded can
to interrupt civic life, in the constitution of a nation that sustains itself
about dialogue and the recognition of political and social rights,
economic and cultural of everyone and everyone. The commitment has to translate into
the classrooms, in an open, reflective, and constructive pedagogical practice.

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Similarly, in a broad relationship with the community, assigned by the
authentic participation and an effective change in the school system, its
conceptions, procedures and styles, in accordance with the purpose of building
a new citizenship.

The purposes of the community is a legitimate space for the

learning experiences, with historical and cultural heritage that can be learned.
living books and the houses of culture, the libraries, the parks, the squares,
the sites
historical sites, zoos, sports courts, athenaeums, gardens
schoolchildren and among others. They are spaces where activities can be promoted.
significant school-related. Endogenous development is assumed as policy.
educational for the development of education and work that aims to
harmonizing Body – Spirit and mind for the full development of boys and girls,
adolescents.

The openness to pedagogical work from the community contributes to the

teacher and the teacher, in addition to their didactic training, take on the role of
social activities. In this sense, it is essential to know the community in its
origins, history, cultural heritage to later schedule their needs and
characteristics according to the context of an active communal organization
participatory and protagonistic. In addition, integration translates to that the
community make good use of the physical spaces of the school, take part in
decisions about school activity in general, so that it supports, reinforces and
enrich the classroom work. A flexible and strategic curriculum is necessary
enriched by practice and new information that may be relevant
with the educational needs and characteristics of the learners, and in turn
it must be built by the teaching collectives of each school, who
through that process and analysis of their own practice, evaluation, and contrast
of opinions goes about restoring a set of didactic criteria that it
conform.
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In this regard, the projects that they develop play a crucial role.
each school as a collective expression, as spaces for dialogue and the
participation of the entire community. Likewise, a change is essential
in the
forms and systems that are conceived in the auxiliaries and advisors in the
construction of pedagogical projects that becomes the central axis of the
school social activities and relationships. A new one is being developed
supervision culture whose fundamental purpose is to guarantee the
right of children and adolescents to a quality education where
the Bolivarian schools assume their role as transforming schools of the
society, developing nine spaces in each institution that are:

Space for comprehensive training.

Space for pedagogical innovations.
Space for community activities.
Space of health and life.
Space for production and productivity.
Space for culture and creativity
Space for alternative communication.
Space for information and communication technology in
education
Space for peace and social justice

EDUCATIONAL INNOVATIONS:

The purpose of this research is to obtain an overview of the

current situation of pedagogical, organizational, and innovations
technological education in Venezuelan basic education developed during the
period 1986-2004. A descriptive study with a field design is carried out
under the methodology of the state of the art of knowledge, for which
they develop four phases:
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The first two are focused on the auditing and general tracking of the data.
relevant and the other two aimed at critical treatment
systematic of these last ones.

The data collection techniques used correspond to the

bibliographic review and consultation carried out both in
documented sources as in living sources, a product of continuous recording
new experiences throughout the entire research process. Gathered the
data, they are subjected to a rigorous treatment that allows understanding the
studied reality and build the emerging concept of innovation within
same as the 83 innovative experiences that compare the inventory
carried out in 15 federal entities, as well as the specific characteristics present in
them according to the detected emphases: Pedagogical, organizational, technological and
its combinations. In this sense, the existence of a recognized in the country a
series of options in the country the experience of a series of actions
planned, intentional, and isolated educational activities that do not
they necessarily integrate an innovative movement at the level of education
basic. It is rather about experiences in construction that for
Transforming into innovations requires growing conceptually and
operationally in time for achieving a quality education that
note true processes of educational changes.

Creativity in Venezuela originates as educational innovation.

promoted by the government starting in 1979 and based on the ideas of Dr. Luís
Alberto Machado; for this purpose, a ministry without a portfolio called the
Ministry of Intelligence. This office organized a series of programs.
that were incorporated into the curricular structure of Venezuelan education. The
which managed to have the presence of internationally renowned thinkers in
the development of intelligence, among which can be mentioned: Eward
de Bono, Robert Sternbong and Feurstein, were organized at the same time.
teams
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with Venezuelan educators.
At this moment, there was an euphoria in the country with the possibilities of
development of thought. This motivation generated several programs that
were executed in different regions of the country, were evaluated and the
results were considered promising.

Among its achievements are the training of thousands of teachers,

development of teaching material for the students, the generation of a
a strong group of researchers who have continued to work on the ideas
initials and incorporating new trends in the development of intelligence, the
talent and creativity.

Venezuela, starting from 1979, became the experimental headquarters for development
of thought and creativity. This can be considered as a first
fruitful and luminous stage led by Luís Alberto Machado and others
teachers, who analyzed and put into practice the tools, of
De Bono's thinking.

The lack of administrative continuity of the projects does not allow for proposing
definitive conclusions; however, the manifestation of Learning to Think
he left some experiences, among them the conception of the teacher as a core
fundamental that needs deep training to make himself
a creative being capable of promoting divergent thinking in its
students. Possibly the reality is that our training system of
teachers still do not have a qualified teacher with the profile to lead their
own learning, open to change, problem solver in their school
and community, creative and equipped with strategies for effective teaching,
critical and productive. It is proposed as a fundamental argument, the need
that education works in function of development
of the creative potential that every human being has, today more than
you never need to be at the
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cutting edge of its own solutions and projecting the future while avoiding being at the
queue of others who have progress at different rhythms.
The accelerated transformations happening in society, both in education
global as regional and local, you must not allow an education to survive.
outdated, whose imparted knowledge is behind in comparison to what
It occurs in centers of technological, scientific, and cultural production.

An irrelevant education, without concessions to criticism or inventiveness, to the

imagination, to dreams and to happiness, in the midst of a reality that
It overflows the pursuit of achieving those ideals and must be eliminated.
We have come to the conclusion that man must know his past,
interpreted in the present and open to the projection of the future; but this does not
achieves if the goods of education are framed within a mere
repetition and information from one generation to another. The fundamental objective
it would be to promote our own initiatives that lead to the need and capacity of
invent, renew, about the models of the past.

BOLIVARIAN EDUCATIONAL SYSTEMS:

During the eight years of government by Hugo Chávez Frías, the youth
Venezuelan has been the essential and indispensable protagonist of this process.
of social, political, cultural, and economic changes written or published,
unpublished events in the history of our country. And this revolution has touched the
education, the backbone of any society, creating a system
educational, that stimulates participatory democracy and endogenous development.

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It is no secret to anyone that the
The Venezuelan educational system does not encourage young people to learn and does not
sought the integral development of the country on a collectivist basis. The main
a characteristic of the old educational system was the exclusion of the majority
the poorest young people.

Until the 1990s, one hundred children entering the system

Venezuelan educational, eighteen graduated from high school and only five
they were entering the university.

It was a system that systematically reproduced exclusion, which

it led to social, spiritual, and economic poverty. Until the
since then more than nine hundred thousand young people have been incorporated, which represents
70% of the excluded.

"There are still 300 thousand to be incorporated." Likewise, the indigenous peoples.
they are participating in building the educational project tailored to each group
social, in which the own pedagogies are being systematized
compliance with Article 121 of the Constitution which guarantees those peoples
the right to an education of their own, respecting their cultural particularities.

The Bolivarian revolution advances in the construction of a new

conception and structure of Bolivarian education, as a continuous process,
defined and conceived from the human perspective. Therefore, the new structure responds
to that conception: Simonsitos, Initial Education, Bolivarian Schools, High Schools
Bolivarians. Robinsonian Technical Schools and Bolivarian University.

The old Venezuelan education system that was taught was a

education without relevance, that is to say, it did not form conscious citizens of
their duties and rights as well as the love that must be felt for the place
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where he was born. Aside from the problems
economic factors that the children, boys and girls, and adolescents, the educational system
I did not respond to them either pedagogically or curricularly. They were the children who...
they had to adapt to a system that stimulated the desire to learn,
to investigate and to feel pleasure in studying. Due to the Bolivarian Revolution
made a 180-degree turn towards progress, prosperity and the
endogenous development. Starting from the years 2003-2004, the concept of
Bolivarian high school. Finally, the Robinsón, Ribas, and missions were created.
Sugar to settle the social and educational debt that the state had.
Venezuelan with the people who had been excluded for more than 40
years.

PROJECTION OF THE NEW SCHOOL:

Venezuela was declared a literacy-free zone. With more than 7% of

Gross domestic product invested in education, 3 million 800 thousand students
included in the educational system, 1 million 371 thousand literate in a year and
half and 3 thousand 750.

Bolivarian schools, as well as 130 technical schools created, the government

the Bolivarian Republic of Venezuela continues to advance in its struggle against the
illiteracy.

With the arrival of Hugo Chávez Frías to the presidency, Venezuela went from
8.4% illiterates, a work that has been recognized by international organizations
like UNESCO and the United Nations. Inclusion in the education system
through the missions of thousands of Venezuelans who so far, do not
they had had the opportunity to expedite this constitutional right.

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The action taken by the Bolivarian government, through the missions,
seeks to settle the social debt that previous governments accumulated during
years. One of them is having had 1.5 million illiterates.
in a country of 23 million inhabitants which represented a little more than
6% of illiterate people (according to the 2001 census). However, in light of
population growth, this figure was clarified by the government through
a new projection that reflects a total of 26 million inhabitants among
newborns and elderly adults. "That represented for us the
8.4%" according to the explanation by the Minister of Education and Sports Aristóbulo Isturis.

The only problem of Venezuela was not caused by the people who did not
they knew how to read and write, but also for those Venezuelans who did not arrive at
sixth grade, who did not continue middle studies or who simply did not
they had the opportunity to access higher education due to the
privileges that these public institutions established, and thus establish for
some.

TRADITIONAL EDUCATIONAL SYSTEMS

Traditionalism, a trend that manifests in the practice of exercising

educational, showing fundamental differences in the way to approach the
problems and the emphasis placed on the use or treatment of key elements:
objectives, methods, contents, students among others. Teaching
traditional is characterized and located as such, from the earliest
manifestations of the 'art of teaching'; in Greek culture until the
advent of the scientific method based on induction and discovery
by Francis Bacon in the 16th century. This trend can be defined as a
pedagogical empiricism, as their actions were guided by

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little or no reflection and the result of immediate action, day by day, in which
the content of teaching is closely linked to the transmission of what
past, to what is established
regarding customs and values. Highlighting deductive logic as
support for the teaching method used and, therefore, unaware of it
observation potential that the student is capable of.

The teacher is unaware of the student's right to participation, exercises the

discipline through imposition at the classroom and institutional level, recognizes only as
learning outcome, to the skillful repetition of the texts read and heard.
Logical sequence of a stage in which discoveries and
scientific investigations related to the knowledge of the child, of society,
the groups, among others, were still in the early stages. It required a student
passive, silent, motionless, repetitive in belief, empirically naive, of
to be doing the best of educational work. The little or no development
the technological aspect of pedagogy was an impediment to action
more effective in terms of using other means than the single text
the blackboard and the chalk.

ENDOGENOUS DEVELOPMENT:

BACKGROUND:

Before Endogenous Development, the world felt the need to explain a

analog process referred to as the Endogenous Growth Process.
neoclassical school, upheld the hypothesis that technology was a
foreign element (exogenous) to the production processes and management for 30
years, the idea that the generation of new technologies had its origin
exclusive in the capital.
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It was in 1986, after three decades of operating with the wrong model,
when the empirical data from several countries revealed that the assumptions of the
neoclassical school, regarding the fact that technological advances were generated from
exogenous way to the production process, were not fulfilled and, on the contrary, the
evidence revealed that endogenous growth is based on the use
intensive saving, through the capital-labor relationship.

FUNDAMENTALS OF ENDOGENOUS DEVELOPMENT

The Royal Academy of Language defines endogenous as everything that originates or

born in interest, like the cell that I formed within another. That originates in
virtue of internal causes. In economics, endogenous has the same meaning,
but applied to the economic factors that will allow everything
the system responds from within. The issue of endogenous development is coming
discussing since the 1950s.

Among the most recent approaches are those of Oswaldo Sunked and José Luís.
Pacheco and Enrique Vila, from whom a proposal can be extracted that
It encompasses micro, mezzo, and macroeconomic areas, through a vision
systemic that starts from the localities and leads to the so-called Nuclei
of Endogenous Development (NDE), which operates within the Mission 'Return'
"Faces"; and that in practice they link the process with the legal framework.
constitutional.

The constitution of the Bolivarian Republic of Venezuela, title VI of the system

Socio-economic, chapter I of the socio-economic regime and the function of
State in the Economy, articles 299 to 310, sets forth the legal provisions that
frame the social objectives, the sectors, and the activities that

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they establish the references, the social integrates with the economic, within the
one can identify at least three dimensions:

• Economic: Characterized by a specific production system that

allows local entrepreneurs to efficiently use productive factors
and achieve the levels of productivity that allow them to be competitive in the
markets.
Sociocultural: Where economic and social actors integrate with
local institutions forming a dense system of relationships that incorporate
the values of society in the development process.

Political: It is implemented through local initiatives to create an environment

which stimulates production and promotes sustainable development. The development
endogenous, as proposed by the territorial development theory, is also a
action-oriented interpretation, which allows local communities and
regions face the challenges posed by increasing competitiveness and
address the issues presented by productive restructuring using the
potential for development existing in the territory. The development policy
endogenous has a decentralized management that becomes operational, through
the intermediary organizations that provide real and financial services to
the companies and organizations.

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DENGUE:
It is a viral disease transmitted by the bite of the Aedes mosquito.
Aedes aegypti. It presents in two forms: dengue fever and hemorrhagic fever.
of dengue.

Dengue fever: It is a serious flu-like illness that affects

it rarely causes death in older children and adults.

Hemorrhagic fever (FHD): It is a more severe form in which

hemorrhages can occur and sometimes a state of shock, which leads to the
death. In children, it is extremely serious, in which it can occur.
hemorrhages and sometimes a state of shock that leads to death. In the
children is extremely serious. Early diagnosis, followed by timely
treatment can prevent death. The symptoms of dengue fever
they vary according to the age and general health status of the patient.

How is this mosquito bred?

1. The mosquito lays its eggs in fresh and clean water, in deposits such as:
tinacos, piletas, cubetas, llantas.

2. From the little maggots arise the larvae or little worms. In some places they are called
they are called 'marroneros', because of how they move in the water.

3. Brown looper caterpillars become pupae or chrysalises to transform into

mosquitos.

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All the development of the mosquito occurs in clean freshwater.
to be mortal.

How is Dengue spread?

The disease spreads through the bite of a female Aedes Aegypti.

infected that has acquired the causal virus by ingesting the blood of a person
with dengue. The infected mosquito then transmits the disease to others.
people, who in turn become ill, causing the chain to perpetuate.

Symptom of the disease:

High fevers
Pain all over the body
Weakness
General malaise
Nosebleed
Bleeding gums and has bruises without hitting themselves... It could be
dengue hemorrhagic and… Needs urgent medical attention.

How to prevent Dengue?

There are no medications that cure it nor any vaccines that prevent it.
must resort to two basic measures that can be applied to avoid the
Dengue spread:

• Cover and frequently change the stored water in containers,

pond, cans, wells, vases, barrels.
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Keep the animal food container indoors.
Let's destroy, open holes or fill the old tires with dirt.
thrown away, so that water does not accumulate in them.
Let's turn over, cover, and place under shelter empty bottles and containers.
Let's clean the trash from the yards of our homes and collaborate in the
cleaning of the green areas of our Municipality.
Use fumigating spirals and electric vaporizers.
Bed nets
Repellents on the body.

In case of epidemic:

If cases of dengue epidemic arise, the government will take the

relevant sanitary measures to reduce cases and control outbreaks.
Since prevention mainly comes from home, on occasions
previous outbreaks of this disease have occurred, the Ministry
Health has developed a door-to-door program, visiting with its
specialized personnel in the communities where the highest have been recorded
dengue cases, offering informative talks and fumigations by sectors
and at home.

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JUSTIFICATION

According to the diagnosis made at the Bolivarian School 'City of San

"Cristóbal" located in the Hernández parish of the Samuel Darío Municipality
Maldonado belonging to the State of Táchira shows the most evident reasons
relevant to the topic in question; since the current emerging need is the
Dengue is a tropical infectious disease caused by a virus and
transmitted by a mosquito of the Aedes genus, also known as the
White Legs. This disease has become a concern.
public health principal; children, adults, and anyone can be exposed
social class. To prevent the spread of this virus, the only method is
control and prevention of dengue, is by combating the vector mosquito. It
produce in man-made containers such as bottles, cans, tires
used or in any container that holds water.

It also tends to
to reproduce in stagnant waters in natural environments such as in hollows of the
trees and on the petioles of the leaves. The aim is to raise awareness by doing
understanding the importance of the problem through talks, pamphlets, awareness campaigns
community cleaning, to eliminate the breeding sites of the vector; and to
through the application of insecticides. The best way to propagate the
information is through the school opening the new space for the
propagation of Health and Respect for Life, as it is a promoter
primordial that moves masses and manages to carry out all projects
proposed.

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ACTION BREAD

General Objective: Develop the Space for Promotion and Health and
Respect for Life (Dengue Prevention), where it takes place the
transformation processes of the Hernández community.

Goals Strategies |Resources

Responsible Time |
| | | | |
| |
Perform a diagnosis | Understand the needs | It will be carried out in the |
Humans | | |
to verify the |community-owned |facilities of the |
| | |
need presented by Hernández, starting from institutional talk of |
Nurse | | |
the population of of dengue prevention experiences. |
Community | | |
Hernández.
the boys and girls. | Teachers |
| |
| | Introduce the individual
| | |
| | aware of the Teachers in
training. | |
| | importance before the | |
| |
Develop a campaign to raise awareness among dengue prevention; and
| | |
prevention against the community for what form small groups |
| | |
dengue. I participate in the identified by a name
Materials | | |
| programs for the suitable for assigning them
| | |
| solution to the problem. |workspaces: In the |Sheets
| | |
| | |what they will have to collect |Cardboards
Teachers in Training Short Term |
| | |trash, tires and others and |Brochures
| | |
| | to finalize do a |Brochures |
 | |
Integrate the population count. |Notices
| | |
school and the community | Silicone |
| |
from Hernández in order to |Examine the advantages and |Solve crossword related to|
Crepe paper | | |
|to unify efforts |disadvantages of the to the issue of dengue with the
Markers | | |
for the achievement of the executed activities |
Others | | |
proposed objectives. |in the project. | | |
| |
| | Production of posters | |
| |
| | against prevention of |
| |
| | dengue. | |
| |
Evaluate the process of the | | |
| |
campaign against the | Exhibition, dramatization,
| | |
dengue prevention. reading of
minutes of | | | |
| | commitment, recognition. |
| |

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EXECUTION OF THE ACTION PLAN

On June 25 of this year, a talk was held regarding the topic of

Dengue; this talk was given by Licenciada Yarledys Márquez; that
I kindly lend my cooperation to carry out this activity.
This event took place at the Bolivarian School 'City of San Cristóbal'.
There were people from the community, teachers, and managers present.
workers, students and representatives of the communal board and the assembly of
parents and representatives.

After having completed the first step; to raise awareness about dengue
through the talk, on June 26 of the same year, an activity was carried out
with the sixth-grade 'A' children. Creating informative posters related to
a theme that was very fruitful and entertaining.

In the same way to continue with the sequence of the progress, on June 27
of the current year; the cleaning operation was carried out, with 4th, 5th, and
6th grade. It was very fun and enjoyable.

Groups were formed and the cleanup execution proceeded. The groups
they were made up of 'the cup' by fourth-grade students, 'The guaqui' by
fifth grade students, and lastly, the 'La vinotinto'. The same students...
they assigned the names of their group.

Then on June 28 of the same year, a crossword was solved,

alluding to the topic of Dengue, by sixth grade students 'A'. A while was spent
entertaining and doubts about the topic were clarified.

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To conclude
On Monday, July 2 of this year, the closing of our began.
project; with the participation of the specialist teachers of the institution, it
a series of exhibitions were conducted by the 4th, 5th, and 6th grade students.
the same way the commitment act was read; where it referred to that
Every year a space must be opened to work for health and rights.
to life.

Then the recognitions and refreshments were handed out to the

gifts. On that day, there were people present from the
community, teachers, parents and representatives, representatives of the board
communal and likewise of the association of parents and representatives.

In this way, these activities were concluded on July 2nd of the

2007, at 12:30am.

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APPLICATION OF ACHIEVEMENTS (charts)

A prevention talk was held at the institution's facilities.

from Dengue 25% .

Make the individual aware of the importance of dengue prevention;

form small groups identified by a proper name to assign them the
workspaces: In which they will have to collect garbage, tires, and for
finish making a count 25% .

• Dramatic exhibition, reading of the commitment record, acknowledgments

25% .

Solve a crossword related to the topic of dengue with sixth graders.

grade "A" 15% .

Preparation of posters against dengue prevention 10% .

[pic]

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ANALYSIS

After conducting the talk regarding dengue, it was determined that the
25% achieved meaningful learning in most of the
participants who will encourage them to become aware of prevention
of dengue and that this type of activities continues to be carried out afterwards,
Similarly, 25% was achieved regarding the integration of the students.
in the cleaning operation within the institution; since this is one of the
ways to combat dengue, keeping our surroundings
clean. The 25% was also achieved in terms of dramatization; since this
the activity is very entertaining and pleasant. And with the exhibitions of some
student, likewise, the minutes of commitment and the delivery of
recognition and refreshment, the number of participants and guests was very
tributary. With the activity related to solving the crossword puzzle, a 15% was obtained,
this allowed students to become familiar with the words related to
theme, and in the same way they sharpen their mental dexterity and occupy time
valuable for feedback. With the creation of the posters, a
10% this allowed children and adolescents to bring out their
drawing and painting skills somehow collaborate with the school
to campaign about it

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COMPETENCIES ACQUIRED BY THE TEACHER

• BE: Persevering, constant, collaborative, sensitive, humble,

responsible to be able to carry out everything I set out to do.

• KNOW: I understood the importance of preventing dengue already

that with it we can have good health and achieve everything we
let's propose.

• DO: Plan new activities to integrate the community, school

to prevent it from dengue.

COEXIST: I give my best, with great care, dedication, and love

to achieve the union of the School, Family, and Community.

Myldred González.

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CONCLUSION
With this Learning Project Space for the Promotion of Health and
Respect for Life, the training teacher was successfully integrated with the children,
girls, adolescents, specialists, community members, community board
association of parents and representatives; collaboration was also counted on
from Lic. in nursing Yarledys Márquez. In order to carry out the week
For the Prevention of Dengue, a set of activities was carried out, which
they help to develop the educational process aimed at generating what being
Humans need and require to enjoy good health; as it is important.
for the individual to enjoy optimal health conditions for good development
and the functioning of its growth process; both physical and spiritual,
emotional, mental aspects that are very important for a person to perform in
all its social spheres. With the execution of this type of activities, it
I managed to discover many concerns and clarify many doubts regarding the
Dengue properly refers to. And it was possible to guide the community, to
children, girls, adolescents and all the staff that make up the Bolivarian School
"City of San Cristóbal". Likewise, awareness was achieved in
Regarding the problem of this disease such as Dengue, whether or not
It is prevented that it could endanger the whole community of Hernández.
provoking an epidemic. And even more, a more serious problem since this
The community does not have fixed doctors when an emergency arises.
Every human being has the right to enjoy good physical and mental health.
achieve their dreams, illusions, and proposed goals.

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RECOMMENDATIONS

It is recommended to carry out cleaning campaigns in schools.

and neighborhood homes to prevent mosquitos from breeding.

If there is a suspicion of having dengue symptoms, do not

self-medicate; go to the doctor and undergo the required tests.

It is recommended to give talks and information about dengue, as being

Being informed is a way to prevent the community.

In case of suffering from this virus, it is recommended to rest and take

a lot of liquid

It is recommended not to take aspirin, as it can accelerate the process.

hemorrhagic in the person and cause death.

It is recommended to apply repellents and insecticides on your body when you visit.
Parks, rivers, or lagoons help you fight the mosquito.

It is not advisable to have aquatic plants or vases in the house because

they promote mosquito breeding.

• Accumulation of garbage in streets and ravines should be avoided, as well as

also of wood, zinc sheets and uncovered water containers.

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When living in rural areas or areas with a lot of vegetation, it
It is advisable to use mosquito nets and install mesh screens on doors and windows.
windows.

BIBLIOGRAPHY

María Dolores Gil, The Diary of Guarico: The Nationalist [Link]

[Link]: Internet.

Encarta Encyclopedia 2006

 [Link]

[Link]

Carvajal, Lizardo. Methodology of Scientific Research. General course

12th ed. Cali: F.A.I.D., 1998.