Estrategia pedagógica para el fortalecimiento de la convivencia escolar mediada por la enseñanza-aprendizaje de plantas medicinales ancestrales en una Institución Educativa
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El presente trabajo investigativo surge a partir del diagnóstico y la observación de situaciones constantes de conflicto desmejorando la convivencia escolar en la Institución Educativa Agroambiental ITA, sede principal y sede Chacuante y en la Institución Educativa Comercial Nuestra Señora de la Pobreza, del municipio de Tadó del departamento de Chocó. En estos contextos, se evidencian peleas constantes, indisciplina, acoso escolar o buillying y permanentes distracciones derivadas del uso periódico del teléfono celular en los niveles de secundaria, siendo factores que afectan negativamente la convivencia escolar. Como objetivo principal, se propuso diseñar e implementar una secuencia didáctica transversalizada por el conocimiento local sobre plantas medicinales, orientada al fortalecimiento de un buen clima escolar. Para tal propósito se adoptó una metodología de estudio mixto, de carácter descriptivo e interpretativo y con enfoque constructivista. Entre las técnicas e instrumentos de recolección de información, se emplearon encuestas a estudiantes; docentes; padres de familia y adultos mayores conocedores de saberes ancestrales, y además del análisis de registros de experiencias dadas en el aula. Los resultados evidenciaron un alto nivel de aprobación y viabilidad en la aplicación de la propuesta. La mayoría de los estudiantes reconocieron y se mostraron de acuerdo en la importancia de trabajar con las plantas medicinales como un medio para favorecer la convivencia escolar, esto a partir de la transmisión de saberes ancestrales de los adultos mayores, plasmados en actividades como la interacción en huertas escolares; la elaboración de dibujos, tomas fotográficas y difusión por las redes sociales. Se concluye así que la secuencia didáctica trazada y aplicada constituye una estrategia oportuna y eficaz para promover valores como el respeto, la cooperación; el diálogo generacional y el cuidado del medio ambiente, generando de esta manera espacios positivos de convivencia y recomendando su institucionalización dentro del currículo escolar de las sedes objeto de estudio.
This research stems from the diagnosis and observation of persistent conflict situations that negatively impact school coexistence at the ITA Agro-Environmental Educational Institution (main campus and Chacuante branch) and at the Nuestra Señora de la Pobreza Commercial Educational Institution, in the municipality of Tadó, Chocó Department. In these contexts, constant fights, indiscipline, bullying, and persistent distractions resulting from the frequent use of cell phones at the secondary level are evident, all of which negatively affect school coexistence. The main objective was to design and implement a cross-curricular didactic sequence incorporating local knowledge of medicinal plants, aimed at strengthening a positive school climate. To this end, a mixed-methods approach was adopted, with a descriptive and interpretive nature and a constructivist focus. Data collection techniques and instruments included surveys of students, teachers, parents, and elders with ancestral knowledge, as well as the analysis of classroom experience records. The results showed a high level of approval and feasibility for the proposed approach. The majority of students recognized and agreed on the importance of working with medicinal plants as a means to foster positive school relationships. This was achieved through the transmission of ancestral knowledge from elders, embodied in activities such as interaction in school gardens, creating drawings, taking photographs, and sharing their work on social media. It is concluded that the designed and implemented teaching sequence constitutes a timely and effective strategy for promoting values such as respect, cooperation, intergenerational dialogue, and environmental stewardship, thereby creating positive spaces for coexistence. Its institutionalization within the school curriculum of the participating schools is recommended.
This research stems from the diagnosis and observation of persistent conflict situations that negatively impact school coexistence at the ITA Agro-Environmental Educational Institution (main campus and Chacuante branch) and at the Nuestra Señora de la Pobreza Commercial Educational Institution, in the municipality of Tadó, Chocó Department. In these contexts, constant fights, indiscipline, bullying, and persistent distractions resulting from the frequent use of cell phones at the secondary level are evident, all of which negatively affect school coexistence. The main objective was to design and implement a cross-curricular didactic sequence incorporating local knowledge of medicinal plants, aimed at strengthening a positive school climate. To this end, a mixed-methods approach was adopted, with a descriptive and interpretive nature and a constructivist focus. Data collection techniques and instruments included surveys of students, teachers, parents, and elders with ancestral knowledge, as well as the analysis of classroom experience records. The results showed a high level of approval and feasibility for the proposed approach. The majority of students recognized and agreed on the importance of working with medicinal plants as a means to foster positive school relationships. This was achieved through the transmission of ancestral knowledge from elders, embodied in activities such as interaction in school gardens, creating drawings, taking photographs, and sharing their work on social media. It is concluded that the designed and implemented teaching sequence constitutes a timely and effective strategy for promoting values such as respect, cooperation, intergenerational dialogue, and environmental stewardship, thereby creating positive spaces for coexistence. Its institutionalization within the school curriculum of the participating schools is recommended.
Palabras clave
Convivencia escolar, Plantas medicinales, Aprendizaje situado, Secuencia didáctica, Educación ambiental, School coexistence, Medicinal plants, Situated learning, Didactic sequence, Environmental education