Programa de formación en valores para la convivencia armónica en el nivel de educación general básica
This research addresses the limited practice of human values in the school contex of Buena Fe canton, particularly at “Juan Montalvo” Educational Unit. It was found that eighth-grade students demonstrate an intermediate understanding of values such as respect, empathy, and solidarity, while teachers...
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| Format: | bachelorThesis |
| Jezik: | spa |
| Izdano: |
2025
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| Online dostop: | https://repositorio.uteq.edu.ec/handle/43000/9064 |
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Označite | Izvleček: | This research addresses the limited practice of human values in the school contex of Buena Fe canton, particularly at “Juan Montalvo” Educational Unit. It was found that eighth-grade students demonstrate an intermediate understanding of values such as respect, empathy, and solidarity, while teachers face structural and formative limitations in teaching them. The general objective was to identify the influence of teaching and applying human values on inclusion and school coexistence. A mixed methodology was applied, combining quantitative instruments (Likert-scale questionnaire) and qualitative tools (semi-structured interview), allowing for the analysis of both knowledge levels and pedagogical practices. Result revealed that although a favorable conceptual base exists, the teaching of value is carried out spontaneously, without formal planning or systematic evaluation. To address this issue, three active pedagogical strategies were designed: “Ethical Dialogue Zone”, “Solidarity Coexistence Project”, and “Ethical Role Plying Games”. These strategies are grounded in the theories of Piaget, Kohlberg, Freire, and Vygotsky, and aligned with Ecuador’s Buen Vivir paradigm, the Organic Law of intercultural Education (CLOEI), and UNESCO guidelines on inclusive education and global citizenship. They promote the experiential practice of value through critical, participatory, and contex-sensitive methodologies. The study concludes that value education must be institutionalized through integrated curricular strategies, continuous teacher training, and shared responsibility among school, family, and community. Educating in values means transforming school, culture toward a more just, empathetic, and inclusive coexistence, in live with constitutional principles and international commitments to human right and global citizenship |
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