School ecosystems for the development of children’s creative thought
This paper is based on the development and results of the research project ‘School ecosystems for the development of children’s creative thought’, which has been being implemented under Action Research parameters since 2010. Its purpose is to design and carry out some pedagogical strategies leading...
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| Format: | Online |
| Language: | spa |
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Universidad Pedagógica y Tecnológica de Colombia
2012
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| Online Access: | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/2007 |
| _version_ | 1802223956095139840 |
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| author | Hernández Buitrago, Alirio Severo Hernández Pineda, Luz Mireya |
| author_facet | Hernández Buitrago, Alirio Severo Hernández Pineda, Luz Mireya |
| author_sort | Hernández Buitrago, Alirio Severo |
| collection | OJS |
| description | This paper is based on the development and results of the research project ‘School ecosystems for the development of children’s creative thought’, which has been being implemented under Action Research parameters since 2010. Its purpose is to design and carry out some pedagogical strategies leading to creative thought development in third, fourth and fifth grade children belonging to Technical School Rafael Uribe, Leonera headquarters, in the municipality of Toca, Department of Boyaca. The project is based on the Ecological Model for Human Development formulated by Urie Bronfenbrenner, Eduard de Bono´s creative thought basis, George Polya’s problem solving method, and the Philosophy for Children proposal stated by Matthew Lipman and promoted in Colombia by Diego Pineda. Those approaches are understood as cross-wise themes leading children to a reflection, creation, argumentation, and analysis process when facing the designed settings (ideas inventor, Math and recreation, Technological Curiosity, and Life Crops) established individually in terms of time and actions, which have made possible to transform the ways of thinking and acting of those taking part in the pedagogical process through questions that guide the everyday duties and the scope of education aims. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-2007 |
| institution | Revista Praxis & Saber |
| language | spa |
| publishDate | 2012 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-20072019-02-26T14:58:08Z School ecosystems for the development of children’s creative thought Ecosistemas escolares para el desarrollo del pensamiento creativo en los niños Ecosystèmes scolaires pour le développement de la pensée latérale chez les enfants Ecossistemas escolares para o desenvolvimento do pensamento criativo nas crianças Hernández Buitrago, Alirio Severo Hernández Pineda, Luz Mireya school ecosystems philosophy for children creative thought Ecosistemas Escolares Filosofía para Niños Pensamiento Creativo Práxis y Saber Ecosystèmes Scolaires Philosophie pour les Enfants Pensée Latérale. Ecossistemas Escolares Filosofia para Crianças Pensamento Criativo. This paper is based on the development and results of the research project ‘School ecosystems for the development of children’s creative thought’, which has been being implemented under Action Research parameters since 2010. Its purpose is to design and carry out some pedagogical strategies leading to creative thought development in third, fourth and fifth grade children belonging to Technical School Rafael Uribe, Leonera headquarters, in the municipality of Toca, Department of Boyaca. The project is based on the Ecological Model for Human Development formulated by Urie Bronfenbrenner, Eduard de Bono´s creative thought basis, George Polya’s problem solving method, and the Philosophy for Children proposal stated by Matthew Lipman and promoted in Colombia by Diego Pineda. Those approaches are understood as cross-wise themes leading children to a reflection, creation, argumentation, and analysis process when facing the designed settings (ideas inventor, Math and recreation, Technological Curiosity, and Life Crops) established individually in terms of time and actions, which have made possible to transform the ways of thinking and acting of those taking part in the pedagogical process through questions that guide the everyday duties and the scope of education aims. El presente artículo se basa en el desarrollo y resultados del proyecto de investigación Ecosistemas Escolares para el Desarrollo del Pensamiento Creativo en los Niños, que se ha venido ejecutando bajo los parámetros de la Investigación Acción desde el año 2010, y cuyo propósito consiste en diseñar y ejecutar una serie de estrategias pedagógicas que conllevan al desarrollo del pensamiento creativo en los niños de los grados tercero, cuarto y quinto de la Institución Educativa Técnica Rafael Uribe, sede Leonera, en el municipio de Toca, departamento de Boyacá. El proyecto se basa en el constructo conceptual del Modelo Ecológico para el Desarrollo Humano planteado por Urie Bronfenbrenner, los fundamentosdel Pensamiento Creativo trazados por Edward de Bono, el planteamiento y resolución de problemas abordado por George Polya, y la propuesta Filosofía para Niños generada por Matthew Lipman y liderada en Colombia por Diego Pineda, los cuales se asumen como ejes transversales que conducen a los niños a un proceso de reflexión, creación, argumentación yanálisis frente a cada uno de los entornos diseñados: Inventor de Ideas, Recreo Matemático, Curiosidad Tecnológica y Cultivos de Vida, establecidos de manera individual en tiempos y acciones, y que han permitido transformar los modos de pensar y de actuar de quienes intervienen en el proceso pedagógico a través de preguntas generadoras que orientan el quehacer diario y el alcance de los fines de la educación. Cet article se base sur le développement et le résultat du projet de recherche Ecosystèmes Scolaires pour le Développement de la Pensée Latérale chez les Enfants, qui a été réalisé selon les paramètres de la Recherche Action depuis 2010, et dont le propos consiste à concevoir et réaliser une série de stratégies pédagogiques menant au développement de la créativité chez les enfants des cours de troisième, quatrième et cinquième année de l’Institution Éducative Technique Rafael Uribe, siège de Leonera, dans la municipalité de Toca, département du Boyacá. Le projet est basé sur la construction conceptuelle du Modèle Écologique pour le Développement Humain proposé par Urie Bronfenbrenner, les concepts de Pensée Latérale décrits par Edward de Bono,comment poser et résoudre un problème, abordé par George Polya, et le concept de Philosophie pour Enfants de Matthew Lipman et dirigé par Diego Pineda, lesquels s’assument comme des axes transversaux qui conduisent les enfants vers un processus de réflexion, de création, d’argumentation et d’analyse face a chacun des environnements conçus: Inventeur d’Idées, Récréation Mathématique, Curiosité Technologique et Cultures de Vie, établis de manière individuelle en temps et en actions, et qui ont permis de transformer la manière de penser et d’agir de ceux qui interviennent dans le processus pédagogique au moyen de questions permettant d’orienter les tâches quotidiennes et la portée des objectifs de l’éducation. O artigo baseia-se no desenvolvimento e resultados do projeto de pesquisa Ecossistemas Escolares para o Desenvolvimento do Pensamento Criativo nas Crianças, feito sob os parâmetros da pesquisa – ação desde o ano de 2010, e teve como objetivo desenhar e executar uma serie de estratégias pedagógicas que favorecem o desenvolvimento do pensamento criativo nas crianças de terceira, quarta e quinta séries de ensino fundamental da escola pública “Instituição Educativa Técnica Rafael Uribe, sede Leonera, no municipio de Toca, departamento (Estado) de Boyacá”. O projeto baseiase no construto conceitual do Modelo Ecológico para o Desenvolvimento Humano de UrieBronfenbrenner, os fundamentos do Pensamento Criativo de Edgar de Bono, a resolução de problemas de George Polya, e a proposta Filosofia para Crianças de Matthew Lipman e liderada na Colômbia por Diego Pineda, os quais se assumem como eixos transversais que conduzem às crianças a um processo de reflexão, argumentação e análise frente a cada um dos ambientes criados: inventor de ideias, brincadeira matemática, curiosidade tecnológica y culturas da vida, estabelecidos de forma individual em tempos e ações, e que tem permitido os modos de pensar e de atuar de aqueles que intervêm no processo pedagógico a traves de questões geradoras que orientam o fazer diário e o alcance dos fins da educação. Universidad Pedagógica y Tecnológica de Colombia 2012-06-18 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/2007 10.19053/22160159.2007 Praxis & Saber; Vol. 3 No. 6 (2012): Investigación y Educación en Artes y Humanidades; 141 - 164 Praxis & Saber; Vol. 3 Núm. 6 (2012): Investigación y Educación en Artes y Humanidades; 141 - 164 Praxis & Saber; Vol. 3 No 6 (2012): Investigación y Educación en Artes y Humanidades; 141 - 164 Praxis & Saber; V. 3 N. 6 (2012): Investigación y Educación en Artes y Humanidades; 141 - 164 Praxis & Saber; v. 3 n. 6 (2012): Investigación y Educación en Artes y Humanidades; 141 - 164 2462-8603 2216-0159 spa https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/2007/2002 |
| spellingShingle | school ecosystems philosophy for children creative thought Ecosistemas Escolares Filosofía para Niños Pensamiento Creativo Práxis y Saber Ecosystèmes Scolaires Philosophie pour les Enfants Pensée Latérale. Ecossistemas Escolares Filosofia para Crianças Pensamento Criativo. Hernández Buitrago, Alirio Severo Hernández Pineda, Luz Mireya School ecosystems for the development of children’s creative thought |
| title | School ecosystems for the development of children’s creative thought |
| title_alt | Ecosistemas escolares para el desarrollo del pensamiento creativo en los niños Ecosystèmes scolaires pour le développement de la pensée latérale chez les enfants Ecossistemas escolares para o desenvolvimento do pensamento criativo nas crianças |
| title_full | School ecosystems for the development of children’s creative thought |
| title_fullStr | School ecosystems for the development of children’s creative thought |
| title_full_unstemmed | School ecosystems for the development of children’s creative thought |
| title_short | School ecosystems for the development of children’s creative thought |
| title_sort | school ecosystems for the development of children s creative thought |
| topic | school ecosystems philosophy for children creative thought Ecosistemas Escolares Filosofía para Niños Pensamiento Creativo Práxis y Saber Ecosystèmes Scolaires Philosophie pour les Enfants Pensée Latérale. Ecossistemas Escolares Filosofia para Crianças Pensamento Criativo. |
| topic_facet | school ecosystems philosophy for children creative thought Ecosistemas Escolares Filosofía para Niños Pensamiento Creativo Práxis y Saber Ecosystèmes Scolaires Philosophie pour les Enfants Pensée Latérale. Ecossistemas Escolares Filosofia para Crianças Pensamento Criativo. |
| url | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/2007 |
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