CLASS PROJECT

[Link] DEL PROYECTO. “Utilizando las TICs: juego, razono, aprendo y aplico
mathematical concepts.

[Link] OF THE CLASSROOM PROJECT.

2.1 POBLACIÓN BENEFICIADA:Estudiantes de 1° a 5° de la Institución Educativa

Rural Alto del Corral–Headquarters 'La Hondura'.

2.2 RESPONSABLE:Jorge Alberto Gaviria Arango (docente).

2.3 PLACE: Vereda La Hondura, Municipality of Heliconia, Department of Antioquia.

2.4 DURATION: May to November 2013; but depending on the impact

indefinitely extended.

3. PRESENTATION OF THE INSTITUTION

4. INTRODUCTION TO THE PROJECT

Mathematics offers a wide range of analysis and modeling procedures.
measurement and estimation of the natural world, which allows establishing relationships between the
more diverse aspects of reality, both qualitatively and quantitatively.
Its learning enriches the understanding of reality, facilitates selection
of strategies to solve problems and contributes to the development of thinking
critical and autonomous. It also contributes to the development of communicative skills,
that make the expression of ideas and reasoning more precise and rigorous,
incorporating into the usual language and arguments the various forms of expression
mathematics.
Due to this, it is necessary for the learning process to be based on contexts.
significant and accessible for children and young people, increasing motivation and
favoring their understanding, also taking into account cultures and customs
from the entire region, with the support of educational resources from the Internet and the use of
ICT, which modify and improve the schemes of face-to-face teaching and provide
more tools to elevate the level of learning.
Improving the teaching and learning of a knowledge such as mathematics involves
reorganizar el currículo de modo que éste se pueda movilizar desde una orientación
participatory methodology that integrates other alternatives different from the presentation
linear and abstract of mathematical contents.

5. FORMULATION DE The QUESTION DE RESEARCH O

PROBLEMATIC.
Is it possible to improve the ability to analyze and solve mathematical problems?
through the integration of ICTs and playful activities in the process of
teaching-learning?

6. DESCRIPTION OF THE PROBLEM.

The students of the Hondura campus, (Rural Educational Institution Alto del Corral),
located in primary education (grades 1 to 5) present difficulties in analysis and
resolution of mathematical problems with basic operations, which is reflected
in the academic results and that is evident in the assessments carried out in the
institution; the apathy towards the area of mathematics and performance in it when
They arrive at high school.
The work has remained in numerical thinking and within this, memorization.
algorithms.
A disarticulated job in the area and the lack of a methodology that enables from
the problem situations, the connections between different thoughts.
Proactive and argumentative competencies are not developed.
Students do not understand what they read, they do not 'mathematize' ordinary language and
it also does not have the possibility of proposing and solving problems from a concept
learned.
The difficulty in solving and formulating problems has arisen because when teaching the
concept does not develop processes that allow the student to take ownership of a
mathematical language and in different contexts of daily life that allow for the
connection with other concepts learned and other areas of knowledge.
The above results in the following
demotivation and lack of interest in students in the area of mathematics, to which
It adds an apparent difficulty in assimilating the area.

in a good percentage of students.

Since a propositional competence to solve and formulate has not been developed
problems, these have become the 'boogeyman' and 'whining' of the students and this
aversion demotivates them more and more due to learning
This great shortcoming is largely constituted by the lack of motivation towards study;
the inability to read and interpret adequately despite being trained
to do so; the conception of education held by a large part of the
community; the lack of playful material and the use of useful technological tools
to facilitate the learning process; the little support from the parents of
family, since many of them did not finish elementary school.
7. JUSTIFICATION

Computers produce fantastic images, static or animated. In the

appropriate circumstance "a picture is worth a thousand words", in mathematics the
The image factor takes on a very important value as it allows the student to get closer to the
concepts take them from an abstract plane to a natural plane, where the
objects move, transform, etc.
On the other hand, Computer Science, supported by Communications, provides environments
new jobs. The environments tend to be cooperative, so that the work
it no longer has to be exclusively individual, but is integrated by the
cooperation of many agents.
With these tools, we attract students to a dynamic environment and more.
striking, that allows us to reduce the harm that is apparent.
difficulty of mathematics, likewise we activate the participation of the parents in the
educational process.
Hence, working on the development and improvement of reasoning skills is essential.
students, working on the solution to the identified problem allows in the first
place to increase student motivation and integrate parents to
that they encourage students to value the importance of education and
this is reflected in academic performance.
Learning mathematics with the use of ICT allows students to interact in
a fascinating and pleasant world between technology and mathematics and at the same time
allow them to enrich their knowledge through play.
The educational practices developed in the classroom commonly tend to have
the same characteristics to cater to the different learning rhythms of each
Some of the students. These are usually lectures, development of exercises.
through exposure to the board, development of individual or group workshops, and by
end the verification if the achievement was reached through written or oral evaluations.
8. OBJECTIVES

8.1 GENERALS

Promote the use of technological tools and playful materials in the process.
teaching - learning of mathematics optimizing performance
academic.
Improve students' ability to formulate and solve problems
mathematicians.

8.2 SPECIFIC

Increase the level of motivation of students in educational practices to

through the collaboration of the parents.
Develop good and better reading habits in all areas of knowledge.
Link everyday situations to the teaching-learning methodology in what
It refers to the understanding and solving of mathematical problems.
Use the basic tools of the computer and ICTs with activities that
achieve the mathematical concepts.
Strengthen the development of skills in information search
concepts.
Develop knowledge and logical reasoning skills through situations
problem.
Implement mathematical logical reasoning through work with calendars
matemáticos.

9. IMPORTANCE OF ICTs IN THE CLASSROOM

The project of ICTs in the formulation and resolution of mathematical problems is

important because it focuses on the curricular guidelines, where the problems do not
they are seen as the application of knowledge with mechanization exercises, but
such situations where students use relevant strategies with ICT
establishing a relationship between their skills.
With the start of the implementation of the project, it can be said that working on
The pedagogical area through the use of ICTs is a motivating experience.
for students and teachers.
ICTs are not exclusively for the computer teacher; they are tools.
practices that are within the reach of all areas.
10. METHODOLOGY

The methodological approach to be developed in this participatory project and

exploratory, which is a comprehensive strategy to restore education in
all its aspects in a comprehensive manner, where an event, phenomenon is observed
or situation, to evaluate from different parameters, where the teacher's role,
the students and the school administrators, it is in line with the way in which the
the learning process should be focused.
The teacher must review the curriculum and align its content with the topics.
curricular and establish evaluation parameters according to the results of
same.
It also focuses within the concepts of project methodology on a
constructive learning, where the student is active and builds knowledge
As it faces real problem situations, given the methodology
of New School that is being worked with.
Some of the methodological strategies to incorporate ICT in this project
son

You should intervene to contextualize the content or a problem situation.

web pages.

student to verify if they understand the presented material.

self-evaluate your learning.

consultas en texto o páginas Web, foros, chat, correo, periódicos murales, entregas de
group or individual reports, etc.
no-profesor, alumno-alumno, alumno-
experts, student-tools, student-content, student-environment

11. THE REASON FOR THE CLASS PROJECT

The project is located within the educational intervention line, because as

OK, just take into account the aspects that directly influence the process of
teaching-learning, some strategies are proposed based on
pedagogical the constructivist theory of Jean Piaget with the psychogenetic theory and then
Vygotsky's theory known as "Zone of Proximal Development", because it is believed to be the
closer to our reality, it also refers a lot to the teaching of the
mathematics in primary school.
The research proposes the development of didactic activities.
(solving mathematical problems through play, problem-solving,
through concrete material (worksheets) and material worked on with support
of ICT in the resource classroom and especially starting from the playful part.
12. ICT AND THEIR RELATIONSHIP WITH THE INSTITUTIONAL EDUCATIONAL PROJECT
(PEI) FROM THE E.R. HONDURAS

In the year 2020, I.E.R. Alto del Corral will be providing relevant education.
inclusive, that develops competencies in different fields of knowledge and
will be using the most modern techniques of information and communication that
will provide you with better opportunities to compete in an increasingly
globalized.” (Vision of the Institution)
Equip the institution with system equipment for better educational service
contributing to the qualitative improvement and training of students.
(Development objectives).
Both in the institution's vision and in the development objectives, one can
highlight that the use of ICTs is part of the strategic orientation
of the faculty; in addition to its use in the Curriculum, Mandatory Projects and
Transversals.

13. CONCEPTUAL FRAMEWORK.

Definition of Problem: A problem is a certain question or matter that

requires a solution. At a social level, it is about a particular issue that, in the
The moment it is resolved, it will bring benefits to society (for example, achieving
reduce the poverty rate of a country.
Philosophy states that a problem is something that disturbs peace and harmony.
who or who has it. For religion, a problem can be a contradiction
internal between two dogmas.
For mathematical sciences, a problem is a question about objects and
structures that require an explanation and demonstration. In other words, a
mathematical problem consists of the search for a certain entity
mathematics that allows to satisfy the conditions of the problem. The problems
Mathematics can be calculus, geometric, algebraic, and non-algorithmic.
On the other hand, a didactic problem is referred to as the exercise of reasoning that can
resolved with the use of mathematics and logic. In this way, a
This type of problem must have three basic elements: the necessary data.
to solve it (always explicit), the method or relationship between the data (which is what
that the student must find out) and the desired result (which is reached after
to obtain certain rules of reasoning and assumptions that arise from the data).
In the conceptual framework, we attempt to establish the relationship between the guidelines
curricular, the competencies and standards in the area of mathematics with
own concepts of knowledge that articulate ICT in the formulation and
mathematical problem solving.
Broadly speaking, this conceptual framework aims to establish the relationship between the
Curricular Guidelines, competencies and standards in the area of
mathematics with the topics or notions inherent to mathematical knowledge and that
way to articulate the pedagogical content.
According to the Curriculum Guidelines of the MEN, 'the priority objectives in education
mathematics are the following: 1) to develop the capacity for thinking of
student, allowing them to determine facts, establish relationships, deduce
consequences and in short, enhance their reasoning and their capacity for action.
promote the expression, development, and appreciation of patterns and regularities, thus
like their combination to achieve effectiveness or beauty. 3) Ensure that each student
participate in the construction of their mathematical knowledge. 4) Stimulate work
cooperative, the exercise of criticism, participation and collaboration, discussion and
defense of their own ideas...
Saber Tests. Language and Mathematics. Grades 3, 5, 7, and 9. ICFES
That is to say, school mathematics must promote the development of thinking.
mathematically enabling the student to confront real situations that
let's allow to mathematize reality.
This perspective involves tackling an approach to problem formulation and resolution.
as a guiding axis of all pedagogical activity and as the central axis of a
curriculum in the area of mathematics.
Problems have always been worked on in Mathematics, but since two
different conceptions; on one side, problem-solving seen as a tool
basic and on the other hand, problem-solving viewed as a complex mental activity.
The first look, problem-solving as a basic tool, works on
problems as a final result of a process following the theorization given by the
teacher and his application of a mathematical concept that conditions the student to
a mechanical response and a repetitive application of exercises and operations.
The second approach from which we position this project, of the solution of
problems seen as a complex mental activity, is not the final result of a
it is not just the process but the process itself, where the student involves processes
cognitive and engage different processes for their resolution and validate different
strategies or action plans, that is, an approach to solving situations
problem of creating and building mathematics from playfulness, games, and activities
cooperatives.
In summary, we focus on problem-solving understood as the central axis of
curriculum in mathematics.

14. SCHEDULE OF ACTIVITIES.

ACTIVITY TIME OBJECTIVE THEMES RESOURCES
3-hour presentation Promote the -Contents of the -Exhibition
Program interest in the program. masterful.
Computers students and in -Conformation -Board.
to Educate in the community in support group.
the Path La general, for the commitments
Honduras of contents of the community.
Heliconia. digital of
learning.
Training 6 hours Acquire the Elements Computer.
for the design and elements theoretical for the -Internet
elaboration of the necessary for formulation of -Web pages
Project of an adequate project.
Classroom. formulation and -Web portals of
elaboration of the support.
Classroom Project - Bibliography of
support for him
project.
Portals
Educational.
I work for 4 hours Design a blog -Blogs. Computer.
portals, for the Headquarters La -Portales Internet
software y Honduras Educational
blog creation
provided
for the work
with ICT in
classroom.

Preparation of 12 hours Elaborate Fundamentals -Texts.

Project of theoretical classroom project
for -Guidelines
Class: "Using in the area of elaborating curricular.
ICTs: play, mathematics projects. Computer.
I reason, I learn for the School - Portals Internet
y I apply Rural The Educational.
concepts Honduras
mathematicians
Socialization for 2 hours Identify how Exposure y -Digital Board.
the teachers of from the subject presentation of the -Computer.
the Institution math classroom project Portals
Rural Education is managed to link Educational.
Height of the Corral of ICTs in the
the contents processes of
seen in the learning.
days of
training of
computers
to educate and of
class project
Socialization for 2 hours Identify as Exhibition y -Board
the parents of from the subject presentation of -Computer.
family of the mathematics classroom project Portals
The Honduras Headquarters it is possible to link Educational.
of the project of ICTs in the
classroom processes of

16. CONTENTS TO BE DEVELOPED IN THE PROJECT

STANDARD CONTENT INDICATOR STRATEGY COMPETENCE USE
DE ICTs
ACHIEVEMENT
Use the *Understand -Apply Let's play I use the Portals
mos numbers and concept of with the numbers for Educational such as:
to count, let's use sum computer. count, measure Colombia
to measure the numbers through the *Establezcam compare y Learn.
compare and *Let's order decomposed relationships describe Skoool.
describe numbers and ion of the order situations of I see
situations number figures. logical. the life Puzzles
of geometric life. -Recognize Where everyday as The Corner of
how Discover and use the we are how much do manolo.
I have
-Eduteka.
how muchthere is other numbers located grown, how much
A thousand ways to
grown natural applications and *Let's Jump silver I have,
to read.
how much money of the ordinals here and there. etc.
Storyplace
I have. numbers. different games in the *I use The egg of
The Let's resolve situations computer units e chocolate.
numbers and situations of Let's Associate instruments Interactive CDs.
how yes problems. Everyday life. Concepts adequate Games
they organize. *Let's explore - Recognize (games from to to measureEncarta
-The with the different focus objects.
measures numbers. objects mazes I acknowledge it
*I work with having in etc.) what means
the calendar counts let's build horizontally y
mathematician. points in vertical sequences,
Games in cardinals. numerical and right e
Internet and Cd - Apply the geometric ones. left
Interactive. four (Games with up and down;
block operations I know when two
basics in the logicals and lines son
solution of numerics) parallel o
problems *Contests perpendicular
of the mathematicians' life and s; and I use those
daily. presentation notions for
To raise and of discover
solve calendars figures and locate
problems places.
what I resolve
involve situations
sums y problems with
subtractions; elements of the
multiplication daily life.
n and division. I apply
Use the contents of
estimate portals
to solve educational y
pages web
to solve
problems
mathematicians,
riddles y
others.

17. EVALUATION
This project, although in the process of execution, has confirmed the belief that the
pedagogical implications of the Internet and ICT modify the frameworks of
in-person teaching, by transporting the student to more interesting contexts, which
they revive their desire to learn, to increase their participation and improve their level of
academic performance as other areas and topics have been explored that are
very beneficial for all students.

18. CONCLUSIONS
With the start of the project's implementation, it can be said that working on
the area of mathematics through the use of ICT is an experience
motivating for students and teachers.
The ICTs are not exclusively for the computer teacher; they are tools.
practices that are within reach of all areas.
Each of the activities that have been carried out so far with the
little ones, have achieved the expected result, as they become even more motivated when the
work or learning tool on a computer.

19. BIBLIOGRAPHY.
[Link]/[Link]
[Link]
[Link]
[Link]
[Link]
[Link]
[Link]
A thousand ways to read (accessed via Google)
[Link]
Kikiriki (you can access it through Google, link Educational Resources)
[Link]
[Link]
[Link]
[Link]
Manolo's Corner (accessible via Google)
Prepared by:
Jorge Alberto Gaviria Arango
Teacher at Alto del Corral Rural Educational Institution
Headquarters 'La Hondura'
Heliconia–Antioquia-
June 20, 2013
 PROJECT
THE VALUES IN
THE CLASSROOM OF
HANDS WITH THE
ICT

AREA:
HUMANITIES -
ETHICS AND VALUES

2014
 DESCRIPTION
1. DESCRIPTION OF THE PROBLEM
The primary school students of the El Diviso Educational Center, headquarters
Simonorwa XII; they have been exhibiting inappropriate behaviors resorting to
the violence, to verbal and psychological abuse reflected in actions such as nicknames,
threats, insults, discrimination, among peers extending to others
degrees. Therefore, this issue creates an environment of tension and discouragement.
due to the study in some students and sometimes school dropout which leads to
generated concern among teachers.

2. RESEARCH QUESTION
Can ICT influence and be used as pedagogical strategies to combat the
school violence and help create friendships among students of the
primary basic education of the New School Simonorwa Two?

3. JUSTIFICACIÓN
The purpose of this proposal pedagogical is to provide solutions to the
violent behaviors and conflictive which are frequently generated by the
students of the El Diviso Educational Center, due to the lack of ethical values and
morals, which has increased in recent years with the rise of the
coverage and due to many family, social, and economic problems that
they experience in our social environment. Consequently, these conflicts of lack
School coexistence influences the progress of teaching activities.
learning hindering the integral, social and emotional development of children and
girls.
The proposal Values in the classroom hand in hand with ICT is of vital importance.
because it allows for the acquisition of values, healthy coexistence, and good
interpersonal relationships, generating positive changes in the community
educational and reflect on the current state of coexistence in the institution and
in the society where one interacts. Therefore, coexistence requires actions
concrete actions to form aware individuals in their behavior and to achieve this, it is necessary
that families and educational institutions prepare young people for
peaceful coexistence.
For this reason, it is essential that teachers take ownership of existence.
of the conflict mediated through virtuality, dialogue, and teamwork
through constructive alternatives that improve the relationships
interpersonal relationships in the group and favor the learning environment of the students,
as well as their emotional well-being. For all this, it is essential that the
educational institutions pay special attention to the problem and demonstrate
interest in educating for coexistence and respect for human rights.
This implies reflecting with educators and parents to take on
a motivating role in relation to the comprehensive education of students
so that they change their attitude and acquire commitments of respect and tolerance
towards themselves and towards others.
 5. CONCEPTUAL FOUNDATION:
This research presents a series of concepts that allowed the
construction of the themes that contributed to the transcendence and
enrichment of research.

5.1 School Violence

Galtung (1985) defines violence as something avoidable that hinders the
human self-realization explaining that people suffer realizations
effective, somatic and mental, below their potential achievements is.
Likewise, Jordi Planella (1998) considers it to be that situation or situations
in which two or more individuals are in a confrontation in which one or
more than one of the affected individuals is harmed, being physically assaulted or
psychologically.

5.2 Causes of school violence

The society we live in oozes violence and aggression, which permeates everything.
the environments in which our children and adolescents move, there is a series
very numerous factors and conditional causes of violent behaviors in
in school and outside of it, aggression can be an expression of factors
relatively independent of school, such as personal problems, the
relationship disorders, the influence of groups of friends or family. On the other hand,
we can say that children's aggressive behavior is conditioned by the
school structure and its pedagogical methods, as well as the entire set of
political, economic, and social factors. In short, there is a close link.
among social, family, school, and personal problems at the origin of the
school violence.

5.3 The conflict

This concept generally carries a negative connotation due to
confuses conflict with violence, that is, with its pathology. A conflict
It can also be resolved in a non-violent way. While violence is not innate.
in humans but rather it is a learning, the conflict if it is inherent to
human life, something natural and therefore inevitable. In this way, more than
eliminate the conflict, what it's about is knowing how to regulate it creatively and
constructively in a non-violent manner, as it is an energy and an opportunity
for the change.

5.4 Aggressiveness.
It is a term addressed by different psychological theories that do not agree on
agreement on a consensual definition, but in order to generalize, we will say that
it is defined in terms of its intent to harm another organism to its own but is
It is necessary to add to the above the necessary intention to cause harm, to destroy,
to contradict or humiliate. But we cannot fail to refer to the difference.
between aggression and aggression, the term aggression should be used to designate
an act in itself, a palpable and effective act. Aggressiveness, however, is the
term used to designate the initial tendency or disposition that gave rise to
the later aggression.
will provide you with better opportunities to compete in an increasingly
globalized.” (Vision of the Institution)
Equip the institution with system equipment for better educational service
contributing to the qualitative improvement and training of students.
(Development objectives).
Both in the institution's vision and in the development objectives, one can
highlight that the use of ICTs is part of the strategic orientation
of the faculty; in addition to its use in the Curriculum, Mandatory Projects and
Transversals.

13. CONCEPTUAL FRAMEWORK.

Definition of Problem: A problem is a certain question or matter that

requires a solution. At a social level, it is about a particular issue that, in the
The moment it is resolved, it will bring benefits to society (for example, achieving
reduce the poverty rate of a country.
Philosophy states that a problem is something that disturbs peace and harmony.
who or who has it. For religion, a problem can be a contradiction
internal between two dogmas.
For mathematical sciences, a problem is a question about objects and
structures that require an explanation and demonstration. In other words, a
mathematical problem consists of the search for a certain entity
mathematics that allows to satisfy the conditions of the problem. The problems
Mathematics can be calculus, geometric, algebraic, and non-algorithmic.
On the other hand, a didactic problem is referred to as the exercise of reasoning that can
resolved with the use of mathematics and logic. In this way, a
This type of problem must have three basic elements: the necessary data.
to solve it (always explicit), the method or relationship between the data (which is what
that the student must find out) and the desired result (which is reached after
to obtain certain rules of reasoning and assumptions that arise from the data).
In the conceptual framework, we attempt to establish the relationship between the guidelines
curricular, the competencies and standards in the area of mathematics with
own concepts of knowledge that articulate ICT in the formulation and
mathematical problem solving.
Broadly speaking, this conceptual framework aims to establish the relationship between the
Curricular Guidelines, competencies and standards in the area of
mathematics with the topics or notions inherent to mathematical knowledge and that
way to articulate the pedagogical content.
According to the Curriculum Guidelines of the MEN, 'the priority objectives in education
mathematics are the following: 1) to develop the capacity for thinking of
student, allowing them to determine facts, establish relationships, deduce
consequences and in short, enhance their reasoning and their capacity for action.
promote the expression, development, and appreciation of patterns and regularities, thus
like their combination to achieve effectiveness or beauty. 3) Ensure that each student
participate in the construction of their mathematical knowledge. 4) Stimulate work
cooperative, the exercise of criticism, participation and collaboration, discussion and
defense of their own ideas...
Saber Tests. Language and Mathematics. Grades 3, 5, 7, and 9. ICFES
That is to say, school mathematics must promote the development of thinking.
mathematically enabling the student to confront real situations that
let's allow to mathematize reality.
The hourly intensity and duration of the pedagogical projects will be defined in the
respective curriculum.

7. METHODOLOGICAL DESIGN:
The type of research: action-participatory, communicative, in which everyone
are linked and feel like a fundamental part of the project; as each person
will have the responsibility to fulfill each of the proposed activities, and
constantly interact with executives to seek opportunities for
improve the conflicts that arise.

8. INSTRUMENT:
Questionnaire aimed at observing: Previous knowledge about conflicts and
forms of solution. Detection of the main conflict issues in the
Institution. Knowledge that helps to solve coexistence. Causes of
conflict. Knowledge about the coexistence manual.

9. EVALUATION
The dynamics of the evaluation will take place during the development of each one of the
scheduled activities in the project will be a formative evaluation that
drive to achieve changes in students in relation to the subject. They are
will take into account the following points at a general level:
Initial assessment:
Disciplinary background
Emotional state
Attitude towards diverse situations
Formative assessment:
Teamwork
Information management
Management of technological tools
Final evaluation:
Student participation regarding the theme presented in the strategy
of learning.
Use of information technologies
Scope of the goals

N° TITULO ACTIVITY RESOURCES DATE RESPONSIBLE

1 Socialize the Socialize the manual of Manual of 1st semester of Group teachers
manual of living together with the coexistence
coexistence parents and students, resources feb
stimulating its humans
appropriation.

2 Conformation Formation of Open field, 2nd Week of February Teachers

coexistence committees
 From committees of school (integrations, balls the 3rd week of students and
cohabitation inter-course games agoto.
work. Camera Parents

3 Creation of Create the email of the cameras 1st semester of Olga Cataño
emails, chat and affects where the March
blogger students can Tools
share photos videos technological
jobs.

4 Value Game Aimed at students and Video-Beam 1st semester of Clara Delgado León.
teachers.
internet April Psychologist.

5 For a Directed to student Video beam 1st semester of Fabián Álvarez

discussion
winning it is better And parents May Olga Cataño
avoid it

6 The good treatment and directed to teachers and Video beam 1st semester of Lina Villalón
Decency students Sequeda.
they neutralize the June
violence Psychologist

7 healthy internet Students use of Video beam 1st Semester of Prof. Never Pallares
healthy mind internet browsers August
Tools Theologian
technology.

8 If the wrong Students and parents of Video 2nd Sem of Donaldo Teherán
I open, not for family October
that is I am a toad Beam psychologist

9 The difficult art of Students Video teachers

coexist, respect
Beam
 10. SCHEDULE
11. ANALYSIS OF INITIAL RESULTS
The analysis plan of this research was based on the information that allowed
to understand the study problem and interpret the results obtained, through
of the information gathering techniques, what do they give account of the
experiences of violence and conflict that students generate. The work of the
The collection of information was approached through participatory observation.
carried out by the teacher researchers, the diagnostic survey, inquiry
through direct questions, based on a qualitative approach. The
The results in this intervention were of vital importance for the teachers of the
institution because communication was strengthened, the children show
motivation and ease of interacting with their peers through ICT which
it allows the strengthening of dialogue and school coexistence.
The project is still in the execution stage; the teachers aspire
develop many activities with the collaboration of authorities and
professionals in the field, allowing students to manage the
technology through computers, internet, chat, email, forums,
blogs etc. Develop activities for coexistence, social habits, of
acceptance and respect for diversity.

12. CONCLUSIONS
The process of this research arose from the lived experience of violence and
conflicts that adolescents are experiencing, the difficulties of parents
and teachers for the mediation of the study situation. The proposal was
significant because it provided researchers and teachers with a more conducive environment
harmonious in the classroom and thus reduce the problem of school violence
through actions using dialogues and computer tools that facilitated
better peer socialization. In the implementation of the contents of
the achievement of the objectives was feasible.

13. RECOMMENDATIONS.
To socialize and disseminate in the educational community in general the manual of
coexistence of the institution, Training and guidance for parents
about school coexistence and conflict prevention, develop projects
classroom pedagogies on school violence, pregnancy prevention, and others
problems that affect adolescents and hinder their free physical development
intellectual and put them into practice with students and parents.
Educational institution must pay more attention to the problem and show interest
in educating for coexistence and respect for human rights - To guide
through the psychologist to the teachers about school coexistence and conflict resolution
conflicts in the classroom.
 PROJECT
CLASSROOM PEDAGOGY
CON LAS TIC.

Beautification of the C.E.R

NURQUI

GRADE:
FOURTH

PARTICIPANTS:
STUDENTS,
PARENTS AND
TEACHER

2014
 I. PLANNING

JUSTIFICATION:
The implementation of this project "Beautification of the school" is an option
What does it offer students to participate in curricular and extracurricular activities?
voluntarily to address their concerns about the school environment,
taking into account the importance of the external environment to strengthen harmony
learning and making the site pleasant. Tying them up to enrich sus
expressions, develop skills and responsibilities in the child that induce him
to share ideas through artistic expressions.
Considering that it is the students who build and transform their
own knowledge, we take advantage of the greatest capacity of attitudes to
transform their school, family, and community environment.

RESEARCH QUESTION
How to ensure that the students of Berruguita school take ownership
of the beautification of the school and apply it in their family environment and in the
community?

Preliminary exploration
The student community comments that the school is ugly, the walls are dirty.
they have no drawings, posters that catch their attention and the classrooms are
occupied with objects that are not used such as: chairs in poor condition, desks
and there is not enough space, the school does not have the name, the national symbols do not
he has it depicted on the wall, the fence is in very bad condition.
 PROJECT OBJECTIVES

GENERAL OBJECTIVE: Implement a project in the Berruguita School

beautification that encourages students to engage in activities
artistic in an organized, responsible manner while showing talent and skills.

OBJETIVOS ESPECÍFICOS:
Offer activities that meet the children's interests in the area
artistic, ethical and social.
I acquired commitment and discipline in the scheduled activities.
3. Use the school setting as supporting material to carry out the
activities.
4. Competencies
5. Argumentative: Raise awareness in students for the management of knowledge.
basics about drawings and advertising (billboards).

Demonstrative: Awakening in students the need to appreciate their own

elements and materials to build through art.

Citizen: Raise awareness and easily recognize the national symbols.

Thematic to study Artistic beautification of the school

CONCEPTUAL REFERENCES:

El hacer de la educación artística en nuestro contexto,deberá estar proyectado

in favor of knowledge, knowledge of doing, and knowledge through doing. It is necessary that the
educating from Berruguita school, understand the importance of taking with
diligence, understanding in interpersonal relationships to meet the
differences in respect for others and differing in some conceptions and
opinions. The intention is to affirm good treatment among colleagues, between them and the
teachers, and with the parents, thus establishing a climate
favorable for overcoming and social change in an ethical and aesthetic sense.
previously made possible also through exercises and activities of order
material that leads to the achievement of what is proposed in the previous paragraph. It remains
then, define in a simple and concise way what Artistic Education is.
ARTISTIC EDUCATION. "It is the art of learning to know how to live well, or the best
possible;" according to the circumstances that accompany it, taking advantage of the resources
of the middle.

TEACHING RESOURCES

Notebooks, colored pencils, cameras, newspaper.

markers, cardboard, scissors, vinyl, glue, lime, wire, and others.
 DIGITAL RESOURCES
Cameras, computer: photos will be taken of the different
activities and later will be shown through the computer and videos.

METHODOLOGY
An integral, practical method will be used through play where parents of
family, students, and teachers, let us motivate ourselves to work for beautification of
our school and its surroundings.
Proposed activities
Fencing of the school (wire and poles), clean the walls and then paint,
organize the classrooms, create posters related to values, capture the
national symbols, name the school.

ACTIVITY 2:
Carry out the fencing, clean and paint walls under the supervision of the students.

ACTIVITY 3:

With the fifth grade students, write the name of the school, draw the
national symbols.

ENFORCEMENT AND MONITORING OF ACTIVITIES

a. Activity plan
ACTIVITY RESPONSIBLE MATERIAL DURATION
Actividad1:
Background of Students will be presented, Posters, billboards, 2/hours
some artistic activities; for parents of videos.
what students and parents families And digital resources
they approach the subject and teachers. like cameras and
computer

Activity 2:
Parents of Wire, staples 10/hours
The enclosure will be made by digging. family ["hammer","posts","shovel"]
holes placing the sticks students and dear, gloves
stretching the wire by placing it teachers glasses, roller skates,
staples Valdés.
The walls will be cleaned.
mix the paint and proceed
to paint.

Actividad 3:
Draw and paint the symbols Students and Pencil, eraser, 3/hours
patriots teachers brush, vinyl.
 EVALUATION
Continuous evaluations will be carried out, qualitative integral assessments, which will be
They will be expressed with descriptive reports and will be made known to those interested.
parents, students, and teachers) maintaining a collaborative work.

Evidence of learning:
Achievements attained as they demonstrate that what we know, we know how to do.

Evaluation instruments
Posters, boards, logbooks, paint mixes, videos

SCHEDULE OF ACTIVITIES

ACTIVITIES RESOURCES DATES RESPONSIBLE

They will be shown Posters, 2/hours Teachers, parents
background of posters, videos. of family,
some activities and digital resources November 15, 2012 students
artistic; so that like cameras and
students and parents computer
of the family
take ownership of the topic

It will take place on Wire, staples 10/hours Teachers, parents

fenced digging hammer, posts From the 22nd to the 25th of of family,

placing holes pala dear, gloves new- 2012 students.

the sticks holding together glasses, lime
the wire rollers, buckets
putting it
staples
They will be cleaned. Pencil, eraser, Teachers, parents
walls are brushes, paintbrushes, 3 hours of family,
mix the paint vinyl records. 28 nov - 2012 students
and will proceed to
to paint.

Draw and paint the Pencil, eraser, 3 hours Teachers,

national symbols brush, vinyl. 30 nov - 2012 students