Subjects
58 Pedagogía
5801 Teoría y métodos educativos
580107 Métodos pedagógicos
3 escenas de juego educativo
Abstract
Este trabajo es una investigación teórica cuyo objeto de análisis es el concepto de juego educativo y la imagen del niño subyacente en tres situaciones, que consideramos paradigmáticas, presentadas en la literatura escolanovista.
En la actualidad ha cobrado importancia y difusión el concepto de gamificación como recurso didáctico y hasta estilo educativo. Sin embargo, la explotación pedagógica del juego tiene una larga historia. Por supuesto, no es nuestro propósito, presenta aquí una “historia educativa del juego”, no siquiera su esbozo, pues la magnitud y dificultad de la tarea nos desborda en absoluto. Nos conformamos con dar algunas indicaciones o pistas de tal background.
Para ello, vamos a analizar tres textos de tres personajes de la escuela nueva (ver bibliografía):
1) Rosa Sensat, Hacia la nueva escuela, capítulo VII, pág. 49-63.
2) María Montessori, El Método de la Pedagogía Científica, capítulo II, pág. 46-47, 55-57,61-62, capítulo V, pág. 110-117.
3) Alexander S. Neill, El Nuevo Summerhill, capitulo IV y V, para estimar el sentido del juego como herramienta o recurso educativo en el marco de la reflexión sobre la libertad y disciplinas escolares.
This thesis is a literature review whose object of analysis is the concept of educational game and the underlying image of the child in three situations, which we consider paradigmatic, presented in the Escolanovista literature. Nowadays the concept of gamification as a didactic resource and even educational style has become important and widespread. However, the pedagogical exploitation of the game has a long history. The aim of this literature review is to present an "educational history of the game", because the magnitude and difficulty of the task is too extensive. We are conforming to give some indications or clues of this background. To develop this idea we will analyze three texts of three characters from the New School (see bibliography): 1) Rosa Sensat, Hacia la nueva escuela, chapter VII, p. 49-63. 2) María Montessori, El método de la pedagogía científica, chapter II, p. 46-47, 55-57,61-62, chapter V, p. 110-117. 3) Alexander S. Neill, El nuevo Summerhill, chapter IV and V, to examinate the meaning of the game as a tool or educational resource in the context of reflection on freedom and school disciplines.
This thesis is a literature review whose object of analysis is the concept of educational game and the underlying image of the child in three situations, which we consider paradigmatic, presented in the Escolanovista literature. Nowadays the concept of gamification as a didactic resource and even educational style has become important and widespread. However, the pedagogical exploitation of the game has a long history. The aim of this literature review is to present an "educational history of the game", because the magnitude and difficulty of the task is too extensive. We are conforming to give some indications or clues of this background. To develop this idea we will analyze three texts of three characters from the New School (see bibliography): 1) Rosa Sensat, Hacia la nueva escuela, chapter VII, p. 49-63. 2) María Montessori, El método de la pedagogía científica, chapter II, p. 46-47, 55-57,61-62, chapter V, p. 110-117. 3) Alexander S. Neill, El nuevo Summerhill, chapter IV and V, to examinate the meaning of the game as a tool or educational resource in the context of reflection on freedom and school disciplines.
Información detallada
Materias, derechos, colecciones e identificadores
Keywords
Juego, libertad, disciplina, niño, Rosa Sensat, María Montessori, Alexander S. Neill., Game, freedom, discipline, child, Rosa Sensat, María Montessori, Alexander S. Neill.
URI / Handle
http://hdl.handle.net/11531/33007Rights
Attribution-NonCommercial-NoDerivs 3.0 United States