Equidad, pertinencia y relevancia educativa mediante arte, solar y lengua maya
The article analyzes the impacts that a project that focuses on art, solar and the Mayan language has had to transform primary education from the community level, doing it through three categories: pertinence, relevance and equity. This project is implemented in two communities in the state of Yucat...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2020 |
| País: | México |
| Institución: | Instituto Tecnológico y de Estudios Superiores de Occidente |
| Repositorio: | Repositorio Institucional del ITESO |
| Idioma: | español |
| OAI Identifier: | oai:rei.iteso.mx:11117/7319 |
| Acceso en línea: | http://sinectica.iteso.mx/index.php/SINECTICA/article/view/1070 https://hdl.handle.net/11117/7319 |
| Access Level: | acceso abierto |
| Sumario: | The article analyzes the impacts that a project that focuses on art, solar and the Mayan language has had to transform primary education from the community level, doing it through three categories: pertinence, relevance and equity. This project is implemented in two communities in the state of Yucatán, in coordination with its two primary schools. The research qualitatively assessed the impacts it has had on the communities, schools and participating actors, taking into account two perspectives: an internal one through a self-assessment exercise by the variety of participants based on the most significant of their individual and social-community learning and an external analysis, by the researcher, using the criteria of pertinence, relevance and equity. The project has triggered positive processes in children, in the community and in the classrooms of schools, promoting greater educational equity through a strong presence of art in the community, greater pertinence with the strengthening of the Mayan language and the reconnection of children with the land, as well as relevance in contributing positively to the achievement of school learning. |
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