Factores que favorecen al cambio social a través de aprendizajes y desarrollo de habilidades blandas en alumnos de los docentes pertenecientes al programa Enseña Perú. Estudio de caso: dos escuelas, una en Cajamarca y otra del Callao entre los años 2013 al 2016
Date
2020-02-27
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Publisher
Pontificia Universidad Católica del Perú
Abstract
El reto de mejorar la educación en el país parte desde las aulas: un docente
motivado puede movilizar a sus estudiantes a empoderarse, valorarse y a tener
aspiraciones a futuro. Enseña Perú - organización sin fines de lucro
perteneciente a la red global Teach for all y que se analiza en esta investigación–
viene capacitando profesores a través de competencias pedagógicas y
habilidades de liderazgo para que trabajen a tiempo completo en las escuelas
más necesitadas del país formando y transformando a sus estudiantes, a padres
y madres de familia y a la comunidad.
La presente investigación busca analizar cuáles son los factores que han
favorecido los aprendizajes y el desarrollo de habilidades blandas en estudiantes
de profesionales (docentes) capacitados y pertenecientes a Enseña Perú en dos
escuelas del país: una en la zona rural de Cajamarca y otra en la zona urbanomarginal
del Callao. Se recogen percepciones de la población beneficiada y se
examina el funcionamiento interno de la metodología de Enseña Perú
En ambas escuelas (la de Cajamarca y la del Callao) los docentes de Enseña
Perú trabajaron por dos años, lograron mejorar los índices de aprendizaje de los
niños (principalmente en Matemáticas y Comunicación) y, además, hubo un
desarrollo importante de las habilidades blandas de los niños, tales como la
autoestima, empoderamiento y empatía
Esta investigación es relevante para la gerencia social porque programas como
Enseña Perú permiten que la educación cumpla un papel de agente de cambio
social sistémico: primero transforma las vidas de los estudiantes en beneficio del
aula y, luego, en beneficio de toda la comunidad, mejorando así la calidad de
vida. Además, este tipo de iniciativas pueden ser un punto de partida para la
formulación de políticas públicas, atendidas por el Estado, en donde las
estrategias de intervención docente de este programa sean dignas de replicar en
otras regiones del país.
The challenge of better education in the country starts from the classroom: a motivated teacher can mobilize his students to empower themselves, value themselves and have future aspirations. Enseña Peru - a non-profit organization belonging to the global network Teach for all and discussed in this research– has been training teachers through pedagogical skills and leadership skills to work full-time in the most needy schools in the country, training and transforming their students, parents and the community. This research seeks to analyze the factors that have been favored by learning and the development of soft skills in students of professionals (teachers) trained and belonging to Enseña Peru in two schools of the country: one in the rural area of Cajamarca and another in the urban-marginal area of Callao. The perceptions of the benefiting population are collected and the internal workings of the Methodology of Enseña Peru are examined. In both schools (Cajamarca and Callao) teachers at Enseña Peru worked for two years, managed to improve children's learning rates, and, from measuring the development of leadership skills, achieved a noticeable increase in soft skills such as assertive communication, self-esteem, empowerment and empathy. This research is relevant to social management because programs like Enseña Peru allow education to fulfill an agent of systemic social change: first it transforms the lives of students for the benefit of the classroom and then for the benefit of the whole community, thus improving the quality of life. In addition, such initiatives can be a starting point for public policymaking, attended by the State, where the teaching intervention strategies of this program are worthy of replicating in other regions of the country.
The challenge of better education in the country starts from the classroom: a motivated teacher can mobilize his students to empower themselves, value themselves and have future aspirations. Enseña Peru - a non-profit organization belonging to the global network Teach for all and discussed in this research– has been training teachers through pedagogical skills and leadership skills to work full-time in the most needy schools in the country, training and transforming their students, parents and the community. This research seeks to analyze the factors that have been favored by learning and the development of soft skills in students of professionals (teachers) trained and belonging to Enseña Peru in two schools of the country: one in the rural area of Cajamarca and another in the urban-marginal area of Callao. The perceptions of the benefiting population are collected and the internal workings of the Methodology of Enseña Peru are examined. In both schools (Cajamarca and Callao) teachers at Enseña Peru worked for two years, managed to improve children's learning rates, and, from measuring the development of leadership skills, achieved a noticeable increase in soft skills such as assertive communication, self-esteem, empowerment and empathy. This research is relevant to social management because programs like Enseña Peru allow education to fulfill an agent of systemic social change: first it transforms the lives of students for the benefit of the classroom and then for the benefit of the whole community, thus improving the quality of life. In addition, such initiatives can be a starting point for public policymaking, attended by the State, where the teaching intervention strategies of this program are worthy of replicating in other regions of the country.
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Keywords
Educación--Aspectos sociales, Personal docente--Orientación pedagógica, Profesionales, Cambio social--Perú
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