Materiales didácticos inspirados en pedagogías activas: una experiencia innovadora en ECA para la infancia

Abstract

The research was motivated by the desire to improve public education in the subject of ECA. During the pre-professional internships, an educational problem was observed and diagnosed in the “Javier Loyola” U. E. with 4th grade EGB students. The students lacked knowledge about artists, both Ecuadorian and foreign, and about artistic manifestations. In addition, they did not understand the meaning of the ECA subject, were unfamiliar with the music and dance teaching materials and had not experimented with the music and dance teaching materials and had not experimented with musical instruments, due to the fact that the school, located in the rural area, has limited resources. The principles of active pedagogies were deepened to design and implement didactic material in the classroom, with the aim of developing musical and dance skills in students of 4th grade of Primary School of the U. E. “Javier Loyola”. Game-Based Learning and Meaningful Learning were active didactic strategies that allowed students to participate and experiment in various workshops. Music and dance were used as ancestral elements were integrated to strengthen cultural identity, promoting artistic participation and learning. The design of this research was field, using Participatory Action Research with a qualitative approach. Various data collection techniques were used, such as interviews, field diaries and photographic records. It is important to note that a semi-structured interview and a focus group were used to evaluate and validate the designed didactic materials, as well as to implement the educational proposal with innovative materials. The results indicated that the students developed skills in music and dance thanks to the intervention of didactic materials based on active pedagogies, in addition to revaluing and strengthening their cultural identity.