La inteligencia interpersonal en aulas inclusivas del nivel inicial : Un Estado del Arte
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2023-04-17
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Pontificia Universidad Católica del Perú
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El nivel inicial resulta una etapa favorable para promover el uso de la
inteligencia interpersonal en los niños, debido a su heterogeneidad y al hecho de
que, al no contar con criterios de admisión, instaura un clima de apertura. Siendo el
aula un reflejo de la sociedad, es indispensable fomentar habilidades interpersonales
en los estudiantes, considerando como principio fundamental, la inclusión, y
reconociendo los beneficios que aporta a todo el cuerpo estudiantil, presenten
habilidades especiales o no. Por ello, el objetivo del presente Estado del Arte es
describir cómo se promueve la inteligencia interpersonal en aulas inclusivas del nivel
inicial, a través de una metodología que se apoya en matrices. El Estado del Arte,
cabe resaltar, es un estudio documental que recoge investigaciones previas en
relación a un tema determinado, con el fin de generar reflexiones al respecto e
incentivar nuevos puntos de investigación. En este caso, los estudios empíricos
consultados (artículos y tesis) cuentan con un horizonte temporal entre los años
2002 y 2018, y recogen aspectos importantes que conforman la estructura del
trabajo. Como parte de las reflexiones finales, brevemente, es imprescindible que el
docente maneje la conceptualización respecto a la inteligencia interpersonal para
promoverla en las aulas, al igual que conocer la situación actual de los colegios
sobre prácticas inclusivas y reconocer su importancia. Acoger la diversidad
utilizando diferentes estrategias, coloca al estudiante en el centro del sistema
educativo e instaura los pilares de una sociedad justa, equitativa e inclusiva.
The kindergarten level is a favorable stage to promote the use of interpersonal intelligence in children, due to its heterogeneity and the fact that, as it does not have admission criteria, it establishes an open environment. Since the classroom is a reflection of society, it is essential to promote interpersonal skills in students, considering inclusion as a fundamental principle, and recognizing the benefits it brings to the entire student body, whether they present special abilities or not. Therefore, the objective of the present State of the Art is to describe how interpersonal intelligence is promoted in inclusive classrooms of the kindergarten level, through a methodology that is based on matrices. The State of the Art, it should be noted, is a documentary study that collects previous research on a specific topic, in order to generate reflections on the matter and encourage new research points. In this case, the empirical studies consulted (articles and theses) have a time horizon between 2002 and 2018, and include important aspects that make up the structure of the work. As part of the final reflections, briefly, it is essential that the teacher manages the conceptualization regarding interpersonal intelligence to promote it in the classrooms, as well as knowing the current situation of schools on inclusive practices and recognizing its importance. Embracing diversity using various strategies places the student at the center of the educational system and establishes the pillars of a just, equitable and inclusive society.
The kindergarten level is a favorable stage to promote the use of interpersonal intelligence in children, due to its heterogeneity and the fact that, as it does not have admission criteria, it establishes an open environment. Since the classroom is a reflection of society, it is essential to promote interpersonal skills in students, considering inclusion as a fundamental principle, and recognizing the benefits it brings to the entire student body, whether they present special abilities or not. Therefore, the objective of the present State of the Art is to describe how interpersonal intelligence is promoted in inclusive classrooms of the kindergarten level, through a methodology that is based on matrices. The State of the Art, it should be noted, is a documentary study that collects previous research on a specific topic, in order to generate reflections on the matter and encourage new research points. In this case, the empirical studies consulted (articles and theses) have a time horizon between 2002 and 2018, and include important aspects that make up the structure of the work. As part of the final reflections, briefly, it is essential that the teacher manages the conceptualization regarding interpersonal intelligence to promote it in the classrooms, as well as knowing the current situation of schools on inclusive practices and recognizing its importance. Embracing diversity using various strategies places the student at the center of the educational system and establishes the pillars of a just, equitable and inclusive society.
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Educación preescolar--Investigaciones, Educación inclusiva, Relaciones interpersonales--Estudio y enseñanza (Preescolar)
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