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Browsing by Author "Vergara Medina, Cruz Elena"

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    Diseño de Propuesta para la Inclusión Escolar de Estudiantes con Dificultades de Aprendizaje en el Colegio de la Compañía de María La Enseñanza - Medellín.
    (Corporación Universitaria Lasallista, 2018) Botero Betancur, Elizabeth; Vergara Medina, Cruz Elena
    La Educación Inclusiva es un asunto del que se han ocupado todos los países, para atender el derecho a la educación y la dignidad humana. Desde la Declaración Universal de los Derechos Humanos proclamada por la Asamblea General de las Naciones Unidas en 1948, se promueven una serie de políticas que buscan integrar a las personas con discapacidades físicas y cognitivas, en el sistema educativo regular; hasta el Decreto 1421 de 2017 en Colombia, “por el cual se reglamenta en el marco de la educación inclusiva la atención educativa a la población con discapacidad”, se aclara la ruta, el esquema y las condiciones para la atención educativa a la población con discapacidad en los niveles de preescolar, básica y media, en instituciones de carácter público o privado. La legislación reglamenta y garantiza la inclusión educativa. Este proyecto consiste en diseñar una propuesta para la Inclusión Escolar de estudiantes con dificultades de aprendizaje en el Colegio de la Compañía de María La Enseñanza – Medellín, creando unos lineamientos institucionales que garanticen la inclusión y continuidad en el proceso educativo de las estudiantes, para que alcancen la meta del aprendizaje. La propuesta de intervención se basó en el método ZOPP (marco lógico), que es un instrumento de análisis y de toma de decisiones, para la formulación, control y evaluación de proyectos (Gómez et al., 2009).
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    El niño hoy: una perspectiva clínica y pedagógica
    (Corporación Universitaria Lasallista, 2012-08-30) Vergara Medina, Cruz Elena
    This paper is motivated by a question about the way schools respond to children today, considering the cultural reality in which they grow up. The text approaches to reflections inspired by the educative experience with pre-school children and the practice of the psychoanalytic clinic. Experiences that, under the contents taught by psychoanalysis as a research and clinical method, allow to understand the fact that, beyond the symptoms children are showing today under several names such as hyperactivity, attention deficit, anxiety syndromes, etc, there is a subject who suffers and enjoys.
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    El Juego herramienta metodológica para la convivencia escolar en niños de educación básica primaria.
    (Corporación Universitaria Lasallista, 2015) Hurtado Mejía, Jorge Mario; Vergara Medina, Cruz Elena
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    La Felicidad: perspectivas y abordajes desde las Ciencias Sociales
    (2012-06-13) Muñoz Gaviria, Diego Alejandro; Osorio Gómez, Felipe; Rojas Rodríguez, Jaime Alberto; Vera Zapata, Wílmar; Uribe Cano, Juan Manuel; Vergara Medina, Cruz Elena; Ortíz Escobar, Claudia Patricia; Restrepo Botero, Juan Carlos
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    El reconocimiento del niño como sujeto en la práctica educativa en preescolar
    (Corporación Universitaria Lasallista, 2011-05-31) Ortíz Escobar, Claudia Patricia; Vergara Medina, Cruz Elena
    Introduction. Relationships between adults and children are crossed by multiple constraints, among which there are, mainly, historical, social, economic, political, psychological and scientific circumstances. This, then, implies a new thinking about the concepts “childhood”, “infantile” and “child” under which pre-school professionals operate, because that conception of “child”, that construction of children as a study object constructed by pre-school teachers, and the way they have articulated the scientific and technical knowledge of this profession, will allow them a vision to comprehend and provide the answers given under intervention and pedagogic terms, addressed to the phenomena that involve childhood such as learning, socialization and subjectification, and to the contemporary symptoms such as depression and hyperactivity, among others. Objective. To analyze in the pedagogic speech of the pre school students from Corporación Universitaria Lasallista, who make their practical internship in the 8th, 9th and 10th semesters, how children are conceived as a subject. Material and method. A qualitative research work with a descriptive hermeneutic focus is made. As a methodological strategy the document review technique is used, complemented with a focus group analysis including a semi-structured interview. In the document review, the history of childhood proposed by Lloyd DeMause is approached, plus Sigmund Freud’s theory for the construction of the subject, repression, unconscious, infantile sexuality, instinct and child. As a documentary source, the revision of the field notes of the Corporación Universitaria Lasallista 8th, 9th and 10th semester’s student’s observers is also used. Results. The concept “child” constructed by pre-school students from Corporación Universitaria Lasallista is closer to a developmental position, and pedagogic intervention is articulated to this vision. The recognition of children as a subject is incipient, though some attempts to read causalities different from that proposed by organic and developmental perspectives (in behavors, drawings, games, learning and interaction problems, among others) could be found. Conclusion. There is a poor conception of children as a subject, and a developmental vision is mainly used.