La cumbia como una herramienta de creación en el aula para la construcción de un aprendizaje significativo del reconocimiento individual y colectivo en los estudiantes de grado octavo del Colegio Nuestra Señora De Belén.

Abstract

Cumbia as a creation strategy in the classroom for the construction of meaningful learning of individual and collective recognition in the eighth grade students of the Nuestra Señora de Belén school is a work of Comprehensive Teaching Practice modality, focused on making use of this genre Colombian musical to create spaces for individual and collective creation, managing places where meaningful learning prioritizes the knowledge of the student, not only from what he knows but from what he learns. In this way, the understanding of what has been learned is strengthened, generating spaces for reflection and criticism, allowing the student to question and debate what they learn. This project arises from the need to improve pedagogical practices, since, through the traditional and behavioral pedagogical model, the young eighth grade students of the Nuestra Señora de Belén Educational Institution in Cúcuta, Norte de Santander, present disinterest, boredom and lack of knowledge of the topics worked on, not only in the artistic subject, but in other subjects. Many of the young people repeat the course. Consequently, this proposal seeks to recognize and execute meaningful learning mechanisms, so that young learners consolidate the training bases based on the learning provided by the educator, having an active role in the learning process, while the educator acts more as a guide that strengthens the learning processes of students. This comprehensive teaching practice report is based on qualitative methodology and uses references such as Paulo Freire and María Acaso for the development of the proposal. These references allow the educator's knowledge to be solidified so that they recognize how meaningful learning should be carried out in young people and, in turn, provide space for the recognition of their creative capacities in the classroom and self-reflection, allowing a place to create thoughts. critical and reflective.