Educación social financiera y sus aportes al desarrollo de la autonomía y pensamiento crítico en estudiantes de secundaria: un estudio del programa emprendiendo en tres instituciones educativas de Lima sur en el 2015
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2019-05-03
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Pontificia Universidad Católica del Perú
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La educación social y financiera tiene por objetivo inspirar a niños, niñas
y adolescentes a ser ciudadanos social y económicamente activos. Este tipo
de educación nació en la India, creando un currículo balanceado entre temas
sociales y económicos que utiliza la metodología centrada en las y los
estudiantes. En el Perú, esta metodología comienza a aplicarse a partir del
2008, a través del Programa Emprendiendo ejecutado por la ONG Visión
Solidaria y financiado por SURA Perú.
La presente investigación buscó conocer la contribución de esta
metodología al desarrollo de la autonomía y del pensamiento crítico de las y los
estudiantes, mediante el estudio del Programa Emprendiendo. Por consiguiente,
la pregunta general que guía esta investigación es ¿Cuáles son los factores que
estarían contribuyendo o limitando el desarrollo del pensamiento crítico y
autonomía en las y los estudiantes de quinto de secundaria de las tres
instituciones educativas de Lima Sur participantes del Programa Emprendiendo?
Y las siguientes preguntas específicas: ¿En qué medida la metodología Aflatoun
utilizada en el Programa Emprendiendo contribuye al desarrollo del pensamiento
crítico y la autonomía en las y los estudiantes de las tres instituciones educativas
de Lima Sur participantes del programa?; ¿Cuál es la percepción de las y los
docentes de las tres instituciones educativas de Lima Sur a cerca del Programa
Emprendiendo, la metodología y los factores que limitan su participación?; ¿Cómo
el monitoreo implementado por el Programa Emprendiendo contribuye o limita el
manejo de la metodología Aflatoun en las y los docentes de las tres instituciones
educativas?
El método de investigación realizado consistió en estudios de caso a cuatro
escuelas, tres de ellas fueron instituciones educativas que implementaron el
Programa Emprendiendo; mientras que la institución educativa restante fue
clasificada como colegio control, es decir, que no recibió, desarrolló ni aplicó el
Programa Emprendiendo ni ningún otro programa de educación social y
financiera. Esta clasificación fue trascendental en la medida en que permitió
identificar mejor las diferencias entre estudiantes y docentes que aplicaron la
metodología centrada en la y el estudiante y entre aquellos que no lo realizaron.
Asimismo, en las cuatro instituciones educativas de Lima Sur (San Juan de
Miraflores y Villa María del Triunfo) se contó con la información de estudiantes,
docentes y monitores de campo. En la investigación se utilizó una metodología
mixta, cualitativa y cuantitativa, a través de encuestas, grupo focal, observaciones
de clase y revisión documentaria.
El proceso de investigación presentó dos momentos importantes: en la
primera parte de la investigación, se desarrolló el marco teórico y se analizó la
metodología utilizada en la educación social y financiera; y, en la segunda parte,
se presentó el Programa Emprendiendo para el caso de las tres instituciones
educativas participantes orientadas hacia el manejo de la autonomía y
pensamiento crítico en las y los estudiantes.
Finalmente, se plantean algunas conclusiones y recomendaciones que
pueden ser útiles para instituciones educativas, organizaciones no
gubernamentales e instancias gubernamentales en nuestro país.
Social and financial education aims to inspire children and adolescents to be socially and economically active citizens. This type of education had been originated in India, creating a balanced curriculum between social and economic issues which use a methodology focused on students. In Peru, this methodology has been applied since 2008, through program Emprendiendo executed by the NGO Visión Solidaria and financed by SURA Peru. This investigation sought to know the contribution of this methodology to the development of the autonomy and critical thinking of the students, through the study of programa Emprendiendo. Therefore, the general question that guides this investigation is: Which are the factors that would be contributing or limiting the development of critical thinking and autonomy in the students of the fifth year of high school of the three educational institutions located in the south side of Lima which are participating in programa Emprendiendo? And the following specific questions are: To what extent do Aflatoun Methodology used in program Emprendiendo contribute to the development of critical thinking and autonomy in the students of the three educational institutions located in the south side of Lima which are participating in the project? Which is the perception of the teachers of the three educational institutions situated in the south side of Lima about program Emprendiendo, the methodology and the factors that limit their participation? How does the monitoring implemented by program Emprendiendo contribute or limit the management of Aflatoun Methodology in the teachers of the three educational institutions? The method of research consisted in study specific situations of four schools, three of them were educational institutions that implemented program Emprendiendo; while the last educational institution was classified as “control school”, which means that this institution did not receive, develop or apply program Emprendiendo or any other social and financial education project. This classification was transcendental in order as it allowed a better identification of the differences between students and teachers who applied the methodology centered on the student and those who did not use it. Moreover, in the four educational institutions located in districts of the south of Lima (San Juan de Miraflores and Villa María del Triunfo) we obtained information from students, teachers and monitors. For this investigation was used a mixed-qualitative-quantitative methodology, through surveys, focus group, class observations and documentary review. The research process presented two important moments: In the first part of the research, the theoretical framework was developed and the methodology used in social and financial education was analyzed; and, in the second part, program Emprendiendo was presented for being used on cases of the three participating educational institutions which were oriented towards the management of autonomy and critical thinking in students. Finally, there are some conclusions and recommendations that can be useful for educational institutions, non-governmental organizations and governmental bodies in our country.
Social and financial education aims to inspire children and adolescents to be socially and economically active citizens. This type of education had been originated in India, creating a balanced curriculum between social and economic issues which use a methodology focused on students. In Peru, this methodology has been applied since 2008, through program Emprendiendo executed by the NGO Visión Solidaria and financed by SURA Peru. This investigation sought to know the contribution of this methodology to the development of the autonomy and critical thinking of the students, through the study of programa Emprendiendo. Therefore, the general question that guides this investigation is: Which are the factors that would be contributing or limiting the development of critical thinking and autonomy in the students of the fifth year of high school of the three educational institutions located in the south side of Lima which are participating in programa Emprendiendo? And the following specific questions are: To what extent do Aflatoun Methodology used in program Emprendiendo contribute to the development of critical thinking and autonomy in the students of the three educational institutions located in the south side of Lima which are participating in the project? Which is the perception of the teachers of the three educational institutions situated in the south side of Lima about program Emprendiendo, the methodology and the factors that limit their participation? How does the monitoring implemented by program Emprendiendo contribute or limit the management of Aflatoun Methodology in the teachers of the three educational institutions? The method of research consisted in study specific situations of four schools, three of them were educational institutions that implemented program Emprendiendo; while the last educational institution was classified as “control school”, which means that this institution did not receive, develop or apply program Emprendiendo or any other social and financial education project. This classification was transcendental in order as it allowed a better identification of the differences between students and teachers who applied the methodology centered on the student and those who did not use it. Moreover, in the four educational institutions located in districts of the south of Lima (San Juan de Miraflores and Villa María del Triunfo) we obtained information from students, teachers and monitors. For this investigation was used a mixed-qualitative-quantitative methodology, through surveys, focus group, class observations and documentary review. The research process presented two important moments: In the first part of the research, the theoretical framework was developed and the methodology used in social and financial education was analyzed; and, in the second part, program Emprendiendo was presented for being used on cases of the three participating educational institutions which were oriented towards the management of autonomy and critical thinking in students. Finally, there are some conclusions and recommendations that can be useful for educational institutions, non-governmental organizations and governmental bodies in our country.
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Finanzas--Estudio y enseñanza, Pensamiento critico, Responsabilidad social, Educación secundaria--Perú--Lima
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