Percepciones docentes sobre estrategias didácticas para fortalecer la identidad cultural en ciencias sociales
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Horizontes Rev. Inv. Cs. Edu.
Abstract
Esta investigación analiza las percepciones de docentes de Ciencias Sociales sobre la implementación de estrategias didácticas para fortalecer la identidad cultural en estudiantes de secundaria de instituciones públicas en el norte de Perú. Con un enfoque cualitativo, se utilizaron entrevistas validadas por especialistas y se analizó la información mediante codificación abierta (Open Coding). Los resultados evidencian que algunos docentes aplican estrategias relacionadas con la identidad cultural en sus sesiones, mientras que otros las implementan a través de proyectos de innovación pedagógica con resultados positivos. Se concluye que es fundamental que los docentes utilicen estrategias creativas, dinámicas e innovadoras que fomenten el fortalecimiento de la identidad cultural en los estudiantes. Además, se resalta la importancia de crear ambientes acogedores y motivadores que estimulen aprendizajes colaborativos y satisfactorios. La investigación sugiere reforzar el uso de estas prácticas para lograr un impacto significativo en el desarrollo cultural de los educandos.
This research analyzes the perceptions of Social Science teachers on the implementation of didactic strategies to strengthen cultural identity in high school students of public institutions in northern Peru. With a qualitative approach, interviews validated by specialists were used and the information was analyzed through open coding. The results show that some teachers apply strategies related to cultural identity in their sessions, while others implement them through pedagogical innovation projects with positive results. It is concluded that it is essential for teachers to use creative, dynamic and innovative strategies that promote the strengthening of cultural identity in students. In addition, the importance of creating welcoming and motivating environments that stimulate collaborative and satisfactory learning is highlighted. The research suggests reinforcing the use of these practices to achieve a significant impact on the cultural development of students.
This research analyzes the perceptions of Social Science teachers on the implementation of didactic strategies to strengthen cultural identity in high school students of public institutions in northern Peru. With a qualitative approach, interviews validated by specialists were used and the information was analyzed through open coding. The results show that some teachers apply strategies related to cultural identity in their sessions, while others implement them through pedagogical innovation projects with positive results. It is concluded that it is essential for teachers to use creative, dynamic and innovative strategies that promote the strengthening of cultural identity in students. In addition, the importance of creating welcoming and motivating environments that stimulate collaborative and satisfactory learning is highlighted. The research suggests reinforcing the use of these practices to achieve a significant impact on the cultural development of students.
Description
Vol. 9, No. 40