El teatro como estrategia pedagógica para el fortalecimiento de las funciones ejecutivas atención y memoria en estudiantes con discapacidad intelectual de la básica primaria de la Institución Educativa Colegio Real de Mares, de Barrancabermeja Santander.
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Date
2024-06-15
Advisors
Editors
Journal Title
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Publisher
Corporación Universitaria Minuto de Dios - UNIMINUTO
Type
Tesis de Maestría
Rights
Acceso Abierto - http://purl.org/coar/access_right/c_abf2
Atribución-NoComercial-SinDerivadas 2.5 Colombia
Atribución-NoComercial-SinDerivadas 2.5 Colombia
Abstract
Está investigación planteó el teatro como una estrategia pedagógica para el fortalecimiento de las funciones ejecutivas atención y memoria en los estudiantes con discapacidad intelectual de la básica primaria de la Institución Educativa Colegio Real de Mares, de Barrancabermeja - Santander, teniendo en cuenta que el arte, a pesar de que brinda la posibilidad de poner en práctica una educación inclusiva es poco vista como una buena y adecuada opción que, por sus características, permite el trabajo colaborativo y la inclusión desde la diversidad, además beneficia las destrezas comunicativas, el fortalecimiento en habilidades psicomotrices, la estimulación de las funciones ejecutivas de atención y memoria, la empatía, autoestima y la confianza en sí mismos. En cuanto a la atención y la memoria, como funciones ejecutivas que hacen parte importante del sustrato neuroanatómico vinculadas al proceso de aprendizaje, fueron evaluadas bajo los criterios propuestos en la Evaluación Neurológica Infantil (ENI) pre y postest en pro de uno de los objetivos específicos de este trabajo. Al respecto de la población objeto de investigación, se seleccionaron los estudiantes con discapacidad intelectual, de la básica primaria que cursan los grados 3° y 5°, y que sus edades oscilan entre 9 y 14 años. Los resultados arrojan evidencias sobre una mejora significativa en los dominios de atención visual y memoria visual en relación con la atención auditiva y memoria auditiva, aunque en algunos casos permanezcan en la misma clasificación.
This research proposed theater as a pedagogical strategy to strengthen the executive functions of attention and memory in students with intellectual disabilities in elementary school at the Colegio Real de Mares Educational Institution in Barrancabermeja - Santander, taking into account that the art, although it offers the possibility of putting inclusive education into practice, it is little seen as a good and adequate option that, due to its characteristics, allows collaborative work and inclusion from diversity, it also benefits communication skills, the strengthening of psychomotor skills, the stimulation of the executive functions of attention and memory, empathy, self-esteem and self-confidence. As for attention and memory, as executive functions that are an important part of the neuroanatomical substrate linked to the learning process, they were evaluated under the criteria proposed in the Child Neurological Evaluation (ENI) pre- and posttest in favor of one of the specific objectives of this work. Regarding the research population, students with intellectual disabilities were selected, from elementary school in grades 3 and 5, and their ages ranged between 9 and 14 years old. The results show evidence of a significant improvement in the domains of visual attention and visual memory in relation to auditory attention and auditory memory, although in some cases they remain in the same classification.
This research proposed theater as a pedagogical strategy to strengthen the executive functions of attention and memory in students with intellectual disabilities in elementary school at the Colegio Real de Mares Educational Institution in Barrancabermeja - Santander, taking into account that the art, although it offers the possibility of putting inclusive education into practice, it is little seen as a good and adequate option that, due to its characteristics, allows collaborative work and inclusion from diversity, it also benefits communication skills, the strengthening of psychomotor skills, the stimulation of the executive functions of attention and memory, empathy, self-esteem and self-confidence. As for attention and memory, as executive functions that are an important part of the neuroanatomical substrate linked to the learning process, they were evaluated under the criteria proposed in the Child Neurological Evaluation (ENI) pre- and posttest in favor of one of the specific objectives of this work. Regarding the research population, students with intellectual disabilities were selected, from elementary school in grades 3 and 5, and their ages ranged between 9 and 14 years old. The results show evidence of a significant improvement in the domains of visual attention and visual memory in relation to auditory attention and auditory memory, although in some cases they remain in the same classification.
Description
Implementar el teatro como una estrategia pedagógica para el fortalecimiento las funciones ejecutivas atención y memoria en estudiantes con discapacidad intelectual de la básica primaria de la I. E. Colegio Real de Mares.
Keywords
Teatro, Funciones ejecutivas, Atención, Memoria, Discapacidad intelectual, Theater, Executive functions, Attention, Memory and intellectual disability