Show simple item record

dc.contributor.advisorVargas Saldaña, Germán
dc.contributor.authorAguila Isuiza, Lito Ronald Del
dc.date.accessioned2016-12-20T09:53:27Z
dc.date.available2016-12-20T09:53:27Z
dc.date.issued2009
dc.identifier.citationApaes_PE
dc.identifier.otherITEM@11458-859.pdf
dc.identifier.urihttp://hdl.handle.net/11458/1710
dc.description.abstractThe education is par excellence the social phenomenon formulated by the man to forge its evolution, based on that vision, the governments give each country they should be you consent of that condition, of such a form that its directionality is to guarantee a level of lite worthy to the citizens; the education is the most effective means to achieve it. Where has taken this aspect seriously the basic education it is obligatory in practically the entirety gives the advanced countries, being recognized this way the that all the citizens are entitled to this very social one" (Santín, s/f). However the access to the education in a social group where marked differences exist of development, to reach these purposes of equality of gives educational opportunities it was necessary to have a sistema universal, obligatory and gratuitous education (Darcy, 1969). Good part of this tradition it presupposes that the problem of the poverty it is a hereditary problem; that the main reason for which sorne people finish richer than others it is because they developed bigger cognitive dexterities and that the school can reduce the cognitive inequalities substantially of the population. From the point of gives view of the educational theory, the controversy it is centered in wondering, if the man is the result of his first experiences or of the school experiences. Who proclaim for a central paper of the educational sistema in the achievement of an equality in the development of the cognitive dexterities, they place a li the importance in the school stage that is to say in the period between the 7 and the 18 years of age. Historically the public or popular concept has been exaggerated the public education, since in its origin it is an essentially oriented institution toward the strata means and high. Historically where considerable homogeneity has existed social class, give religion or give antecedent ethnic, the schools have been effective in terms of results (Charles, 1970). Is defined as effective school to that educational institution that promotes of durable form the integral development of all and singular of their students, beyond what would be foregone having in it counts their initial yield and their social, cultural and economic situation" (CIES, 2005). In many studieses of mensuration of the educational quality, fundamentally in those that have associated the social factors to the school results they have determined that in South America the results of the educational process they are strongly influenced by the socioeconomic level of the families and for rising, of the school establishment (Donoso and Hawes, 2000). This influence has cultural impacts in turn, what explains the force synergy that you/they have the socioeconomic variables on the rest of the school variables, including of the administration of the establishments (Alvariño, 2001). The reality of the poor schools that at the same time •suffer the inattention of the administrativa entities of the state to be in the most secret places of our homeland, of our region or in the border zones of our town, the educational results don't finish reflecting the indicators of the prospective educational quality. The precarious conditions associated to the social problem generalized in these means, the educational one has many difficulties to achieve learnings totally satisfactory, on the contrary, these they possess marked limitations. Therefore it is logical to assert that notables differences exist among in the level of learning that you/they are achieved in the students of the urban schools and the level of learning that is achieved in the schools of gives marginal urban and urban areas. They are the reasons that impelled us to carry out an investigation to establish the existent differences clearly and to clarify the real levels among the possibilities of learning that the students present of the educational institutions of our town. After processing the results, the evidences put to the light the tendency of the influence of the social factors in the quality of the learning the students that were reflected in the difference among the achievements the academic yield of the students of the educational institutions of the urban area that was bigger to the yield achieved by the children and girls of the educational institutions of the marginal urban area. These evidences should be constant concern of the educational agents of our town so that, in a frank social commitment, efforts are articulated to forge a significant improvement of the educational quality in all our schools, affirming the road toward to the real democratization of the education in our countryen_US
dc.description.abstractLa educación es el fenómeno social por excelencia formulado por el hombre para forjar su evolución, basado en esa visión, los gobiernos de cada país deben ser conscientes de aquel condicionante, de tal forma que su direccionalidad sea garantizar un nivel de vida digno a los ciudadanos; la educación es el medio más eficaz para lograrlo. Donde se ha tomado seriamente este aspecto "la educación básica es obligatoria en prácticamente la totalidad de los países desarrollados, reconociéndose así, el derecho que todos los ciudadanos tienen a este bien social" (Santín, s/f). Sin embargo el acceso de la educación en un grupo social donde existen marcadas diferencias de desarrollo, para alcanzar estos propósitos de igualdad de oportunidades educativas era necesario tener un sistema de educación universal, obligatorio y gratuito (Darcy, 1969). Buena parte de esta tradición presupone que el problema de la pobreza es un problema hereditario; que la principal razón por la cual unas personas terminan más ricas que otras es porque desarrollaron mayores destrezas cognoscitivas y que la escuela puede reducir sustancialmente las desigualdades cognoscitivas de la población. Desde el punto de vista de la teoría educacional, la controversia se centra en preguntarse, si el hombre es el resultado de sus primeras experiencias o de las experiencias escolares. Quienes pregonan por un papel central del sistema educativo en el logro de una igualdad en el desarrollo de las destrezas cognoscitivas, colocan toda la importancia en la etapa escolar, es decir en el período entre los 7 y los 18 años de edad. En la última década y como consecuencia de reformas educativas que surgieron de mandatos contra la pobreza, ha sido tema central de controversia intelectual y el fracaso de la educación en la búsqueda de la igualdad de oportunidades. Concretamente en países desarrollados estas políticas han buscado eliminar la pobreza, ofreciéndole a los grupos más pobres oportunidades a través de la educación para mejorar su condición competitiva frente a otros grupos en el mercado de trabajo escuelas urbanas y el nivel de aprendizaje que se logra en las escuelas de zonas urbanas y urbano marginales. Son las razones que nos impulsaron a realizar una investigación para establecer claramente las diferencias existentes y esclarecer los niveles reales entre las posibilidades de aprendizaje que presentan los alumnos de las instituciones educativas de nuestra localidad. Luego de procesar los resultados, las evidencias pusieron a la luz la tendencia de la influencia de los factores sociales en la calidad del aprendizaje de los alumnos que se vieron reflejados en la diferencia entre los logros del rendimiento académico de los alumnos de las instituciones educativas de la zona urbana que resultó mayor al rendimiento logrado por los niños y niñas de las instituciones educativas de la zona urbano marginal. Estas evidencias deben ser preocupación constante de los agentes educativos de nuestra localidad para que, en un franco compromiso social, se articulen esfuerzos para forjar una mejora significativa de la calidad educativa en todas nuestras escuelas, afirmando el camino hacia a la democratización real de la educación en nuestro país.es_PE
dc.description.uriTesises_PE
dc.formatapplication/pdfes_PE
dc.language.isospaes_PE
dc.publisherUniversidad Nacional de San Martínes_PE
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/2.5/pe/*
dc.sourceUniversidad Nacional de San Martínes_PE
dc.sourceRepositorio de tesis - UNSM-Tes_PE
dc.subjectDestrezas cognoscitivases_ES
dc.subjectDesigualdades cognoscitivases_ES
dc.titleComparación de los niveles de logro del rendimiento académico en el área Personal Social de los niños y niñas del quinto grado de primaria de las Instituciones Educativas Nº 00654 y 00813 del distrito de Rioja en el año 2007.es_PE
dc.typeinfo:eu-repo/semantics/bachelorThesisen_US
thesis.degree.levelTítulo Profesionales_PE
thesis.degree.disciplineEducaciónes_PE
thesis.degree.grantorUniversidad Nacional de San Martín.Facultad de Educación y Humanidadeses_PE
thesis.degree.nameLicenciado en Educación Primariaes_PE
thesis.degree.programTítulo Profesionales_PE


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record

info:eu-repo/semantics/openAccess
Except where otherwise noted, this item's license is described as info:eu-repo/semantics/openAccess

Indexado por: