Mejorando la atención a través de la motivación en el aula inclusiva de grado primero: una propuesta de estrategias pedagógicas diferenciadas
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Date
2025-12-02
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Publisher
Corporación Universitaria Minuto de Dios – UNIMINUTO
Type
Trabajo de Investigación e Innovación
Rights
Acceso Abierto - http://purl.org/coar/access_right/c_abf2
Abstract
El artículo aborda el tema de las estrategias lúdicas como medio para fortalecer la atención en aulas inclusivas de primer grado, en un contexto escolar de Girardot Cundinamarca. La problemática surge de la prevalencia de prácticas tradicionales centradas en actividades repetitivas, que limitan la motivación y el disfrute del aprendizaje, generando desinterés y desconexión emocional en los estudiantes.
El objetivo principal de la investigación es identificar y analizar actividades lúdicas adaptadas que promuevan la atención sostenida y con ello, potencien la motivación hacia el aprendizaje en un aula diversa.
Se emplea un enfoque cualitativo bajo el método de Investigación-Acción, utilizando como técnica la observación directa y como instrumentos, los registros anecdóticos y formatos de planeación y reflexión pedagógica. El análisis se apoya en la triangulación de datos, el marco normativo colombiano y la reflexión crítica de la investigadora. Los hallazgos muestran que las actividades lúdicas despiertan entusiasmo, fomentan la colaboración y elevan los niveles de atención, siempre que estén mediadas por reglas claras, organización estructurada y acompañamiento docente.
Se concluye que las metodologías tradicionales, aunque efectivas en lo académico, descuidan la dimensión emocional, y en contraste, las prácticas lúdicas bien planificadas generan ambientes inclusivos que promueven la motivación intrínseca, el respeto por los ritmos individuales y la construcción de aprendizajes significativos.
The article addresses the topic of playful strategies as a means to strengthen attention in inclusive first-grade classrooms, within a school context in Girardot Cundinamarca. The problem arises from the prevalence of traditional practices focused on repetitive activities, which limit motivation and the enjoyment of learning, leading to disinterest and emotional disconnection among students. The main objective of the research is to identify and analyze adapted playful activities that promote sustained attention and consequently, enhance motivation toward learning in a diverse classroom. A qualitative approach is employ under the Action-Research method, using direct observation as the main technique and anecdotal records along with pedagogical planning and reflection formats as instruments. The analys is based on data triangulation, the Colombian regulatory framework, and the researcher’s critical reflection. Thed findings show that playful activities generate enthusiasm, foster collaboration, and increase attention levels, provided they are mediated by clear rules, structured organization, and teacher guidance. It is concluded that traditional methodologies, although academically effective, neglect the emotional dimension, while well-planned playful practices create inclusive environments that foster intrinsic motivation, respect for individual learning rhythms, and the construction of meaningful knowledge.
The article addresses the topic of playful strategies as a means to strengthen attention in inclusive first-grade classrooms, within a school context in Girardot Cundinamarca. The problem arises from the prevalence of traditional practices focused on repetitive activities, which limit motivation and the enjoyment of learning, leading to disinterest and emotional disconnection among students. The main objective of the research is to identify and analyze adapted playful activities that promote sustained attention and consequently, enhance motivation toward learning in a diverse classroom. A qualitative approach is employ under the Action-Research method, using direct observation as the main technique and anecdotal records along with pedagogical planning and reflection formats as instruments. The analys is based on data triangulation, the Colombian regulatory framework, and the researcher’s critical reflection. Thed findings show that playful activities generate enthusiasm, foster collaboration, and increase attention levels, provided they are mediated by clear rules, structured organization, and teacher guidance. It is concluded that traditional methodologies, although academically effective, neglect the emotional dimension, while well-planned playful practices create inclusive environments that foster intrinsic motivation, respect for individual learning rhythms, and the construction of meaningful knowledge.
Description
Mejorar la atención en las actividades pedagógicas de los niños y niñas de grado primero en un aula inclusiva, que permita su motivación hacia el aprendizaje.
Keywords
Motivación, Atención, Aprendizaje, Estrategias educativas, inclusión social, Motivation, Attention, Learning, Educational strategies, Social inclusion.