Estrategias pedagógicas, para jóvenes desplazados en función de su perfil de convivencia escolar en Barranquilla
Miranda Cepeda, Marla Luz
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AbstractThis research project called "Instructional Strategies for displaced youth in terms of its profile in school life." This research was aimed to formulate teaching strategies for the integration of young people displaced by violence in the educational system in terms of their perception of the conflict and the school life of the historic downtown area of Barranquilla. As central theoretical framework Diaz M.J. (2002) says "research shows that these procedures help to adapt education and diversity, develops students' motivation." Especially children / as and young people, who have been involved from an early age in the world of war, participating as witnesses of murders, indiscriminate attacks on civilians, victims of forced displacement, and subjected to slavery , exploitation and servitude by the actors involved (UN, 2006), the Code for Children and Adolescents states in the article 1o. This article aims to ensure that children, girls and adolescents full and harmonious development to grow within the family and the community, in an atmosphere of happiness, love and understanding, most students 10 to 13 years perceived psychological aggression, like being ignored, receiving or scribbling insults, taunts, insults, shouting and malicious rumors in the areas of recreation and sports." (Ministry of Education [MINE-DUC], 2006; Ardila, Pertuz & Serrano, 2013, p.29), and our degree of "civility" or, which is, of "ethics" or "humanization" depends, among others, of new knowledge and values that enable us to raise our "self" (Mosterín, J.: 2001. 42 ET seq). 9 Michael Schiro quoted Magendzo in 1978 conducted a study on the dominant ideologies that have had an impact on curricular task: Academic Ideology of Social Efficiency, child-centered ideology to and Ideology re-constructivist, the organization of the National Education System (Act 088) and the Curriculum Reform of 1978 (Decree 1419). This process, according to Martinez (1994) extends until 1984 (date of issue of the so-called "curricula") ". UNESCO's declaration states that the armed conflict in Colombia and crime-related violence in the region, seriously affect the educational process, as Colombia is to become a stage for the displaced, armed violence against schools and following trauma in the school population, the paradigm of Complexity postulates the need to organize scientific knowledge from transdisciplinarity. The transdisciplinary science projection objective pursued, following Edgar Morin (2001: 32 and s.). From the methodological perspective, we have identified the opportunity to develop a mixed (qualitative - quantitative) approach for understanding reality from the holistic paradigm.