Los rincones en el marco de una metodología globalizadora
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2018
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Abstract
En este trabajo se presenta un estudio de los rincones, no solo como una organización espacial determinada del aula sino también como una estrategia metodológica. Dicho estudio está orientado a la etapa de Educación Infantil. El conocimiento de esta metodología desde un punto de vista teórico es clave para poder llevarla a la práctica en el aula. Por eso, tras un acercamiento al concepto de los rincones, se profundiza en la propia metodología, tratando diversos aspectos de la misma como las diferentes formas de entender el trabajo por rincones, sus aspectos organizativos, los tipos de rincones que se pueden crear, el rol del maestro, las ventajas de llevarla a la práctica y su relación con el constructivismo.
En la legislación educativa vigente, se propone la organización del aula en rincones. Además, dicha legislación establece un conjunto de orientaciones metodológicas en relación a la Educación Infantil entre las que destaca el principio de globalización.
Teniendo en cuenta este marco teórico, a continuación, se lleva a cabo una propuesta didáctica basada en el diseño de rincones que respondan a un proceso de enseñanza y aprendizaje globalizado. En dicha propuesta se presentan actividades diseñadas para un proyecto de trabajo concreto, cuya temática es El Espacio.
In this paper, a study of the corners is presented, not only as a specific spatial organization of the classroom but also as a methodological strategy. This study is oriented to the stage of Pre-School Education. The knowledge of this methodology from a theoretical point of view is key to be able to put it into practice in the classroom. For this reason, after an approach to the concept of the corners, the study deepens in the own methodology, analysing diverse aspects of it like the different forms to understand the corners of work, its organizational aspects, the types of corners that can be created, the role of the teacher, the advantages of putting it into practice and its relationship with constructivism. In the current educational legislation, the organization of the classroom in corners is proposed. In addition, this legislation establishes a set of methodological guidelines in relation to Pre-school Education, among which the principle of globalization stands out. Taking into account this theoretical framework, a didactic proposal based on the design of corners responding to a globalized teaching and learning process is then carried out. In this proposal are presented activities designed for a concrete work project, whose theme is The Space.
In this paper, a study of the corners is presented, not only as a specific spatial organization of the classroom but also as a methodological strategy. This study is oriented to the stage of Pre-School Education. The knowledge of this methodology from a theoretical point of view is key to be able to put it into practice in the classroom. For this reason, after an approach to the concept of the corners, the study deepens in the own methodology, analysing diverse aspects of it like the different forms to understand the corners of work, its organizational aspects, the types of corners that can be created, the role of the teacher, the advantages of putting it into practice and its relationship with constructivism. In the current educational legislation, the organization of the classroom in corners is proposed. In addition, this legislation establishes a set of methodological guidelines in relation to Pre-school Education, among which the principle of globalization stands out. Taking into account this theoretical framework, a didactic proposal based on the design of corners responding to a globalized teaching and learning process is then carried out. In this proposal are presented activities designed for a concrete work project, whose theme is The Space.