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Date
2020-05
Advisors
Editors
Journal Title
Journal ISSN
Volume Title
Publisher
Corporación Universitaria Minuto de Dios
Type
Thesis
Rights
Atribución-NoComercial-SinDerivadas 2.5 Colombia
Abstract
En nuestra practica vivencial como docentes observamos como influye el lenguaje no verbal en el aula cumpliendo diferentes funciones entre los estudiantes y el docente, de esta forma evidenciamos algunas dificultades en actividades realizadas en diferentes espacios escolares, en las cuales el manejo del lenguaje no verbal es poco asertivo, A partir de esto decidimos trabajar la problemática enfocándonos en la kinésica y el paralenguaje, como objetivo principal quisimos realizar una reflexión en torno a la comunicación no verbal a partir del lenguaje kinésico y el paralenguaje, como herramientas facilitadoras del proceso de enseñanza aprendizaje.
El tipo de investigación es exploratoria se realiza un acercamiento a un fenómeno desconocido con el fin de familiarizarnos con él, estamos dando una visión y conocimiento del tema proporcionando un marco teórico y algunas estrategias que sirvan de apoyo a futuras investigaciones.
Se propone una unidad didáctica dividida en cinco sesiones, en cada una de ellas se realiza la introducción del lenguaje no verbal con una pregunta orientadora buscando obtener una reflexión sobre su propio lenguaje no verbal, algunas de las conclusiones a las que legamos fueron:
*La comunicación no verbal como proceso significativo en el aula.
*No se puede tratar de evaluar al docente si no hacer una reflexión de como la comunicación no verbal influye en el acto comunicativo del aula.
*Con un mayor conocimiento no verbal los estudiantes empiezan a manejar unos emblemas más asertivos de tal forma que la comunicación en el aula mejore.
*Es de gran utilidad realizar este tipo de estudios.
In our experimental practice as teachers, we observe how non-verbal language influences in the classroom fulfilling different functions between students and teacher. In this way, we show some difficulties in activities carried out in different school spaces in which the handling of non-verbal language is not very assertive. Starting from this, we decided to work on the problem focusing on kinesics and paralanguage. As our main objective, we wanted to reflect around non-verbal communication based on the kinesics language and paralanguage as facilitating tools of teaching-learning process. The type of research is exploratory. An approach is made to an unknown phenomenon in order to familiarize ourselves with it. We are giving a vision and knowledge of the subject, providing a theoretical framework and some strategies that support future research. It is proposed a didactic unit divided into five sessions, in each of them the introduction of non-verbal language is made with a guiding question seeking to obtain a reflection on their own non-verbal language. Some of the conclusions we reached were: *You cannot try to evaluate the teacher without reflecting on how non-verbal communication influences the communicative act of the classroom. *With greater non-verbal knowledge, students begin to use more assertive emblems so that communication in the classroom improves. *It is very useful to carry out this type of study to analyze the information and search for strategies that promote a more adequate handling of non-verbal communication.
In our experimental practice as teachers, we observe how non-verbal language influences in the classroom fulfilling different functions between students and teacher. In this way, we show some difficulties in activities carried out in different school spaces in which the handling of non-verbal language is not very assertive. Starting from this, we decided to work on the problem focusing on kinesics and paralanguage. As our main objective, we wanted to reflect around non-verbal communication based on the kinesics language and paralanguage as facilitating tools of teaching-learning process. The type of research is exploratory. An approach is made to an unknown phenomenon in order to familiarize ourselves with it. We are giving a vision and knowledge of the subject, providing a theoretical framework and some strategies that support future research. It is proposed a didactic unit divided into five sessions, in each of them the introduction of non-verbal language is made with a guiding question seeking to obtain a reflection on their own non-verbal language. Some of the conclusions we reached were: *You cannot try to evaluate the teacher without reflecting on how non-verbal communication influences the communicative act of the classroom. *With greater non-verbal knowledge, students begin to use more assertive emblems so that communication in the classroom improves. *It is very useful to carry out this type of study to analyze the information and search for strategies that promote a more adequate handling of non-verbal communication.
Description
Reflexionar en torno a la comunicación no verbal a partir del lenguaje kinésico y el paralenguaje, como herramientas facilitadoras del proceso de enseñanza aprendizaje.
Keywords
Lenguaje no verbal, Kinésica, Paralenguaje