- HTML Translated Version -
Emerging Oral Expression of
the Students During Social Interaction
Authors: Yuraima Margelis Matos
de Rojas
Universidad Nacional
Experimental Simón Rodríguez, UNESR
Yvo Antonio Barreto
Andrade
Universidad Nacional
Experimental Rafael María Baralt, UNERMB
María Martina Mejía de
Cordero
Universidad Nacional
Experimental Rafael María Baralt, UNERMB
Gaby Angélica Terán
Viera
Universidad Nacional
Experimental Rafael María Baralt, UNERMB
Trujillo, Venezuela
Abstract
During the educational actions are interactive processes between the
students, allowing to distinguish oral expressions, related to a form of
interpersonal communication that occurs between students, which uses labels to
identify and characterize his companions, which may benefit or affect you. From
there that the purpose of the research was: unveil oral expressions that emerge
among the students for an evaluative qualification in their social interaction.
From the point of view of the methodology, it was approached from the
qualitative vision based on the ethnographic method, using a population of 38
students; developed in four phases that are: (1) an approach to the reality,
(2) collection of information, taking in account observation and interview; (3)
analysis of the information and (4) preparation of the final report. From the
information related to the analysis process, categories were constructed, such
as: the mocker, the craniecito, the annoyance/annoying and the supportive. Such
qualifiers, which according to students were characteristic by their way of acting.
Among the values were expressed: the friendship, the respect, sincerity,
fellowship. Similarly, counter values, such as; disrespect, disorder, ridicule,
offense, indiscipline, among others. Therefore it is recommended to promote
activities that allow the student to value and respect their classmates for a
living in harmony.
Keywords: oral
expression; social values; social interaction.
|
Date Received: 21-09-2017 |
Date Acceptance: 14-11-2017 |
Expresión
Oral Emergente en los Estudiantes Durante la Interacción Social
Resumen
Durante
el accionar educativo se dan procesos interactivos entre los estudiantes,
permitiendo distinguir expresiones orales, relacionadas con la forma de
comunicación interpersonal que se da entre los estudiantes, en la cual utilizan
calificativos para identificar y caracterizar a sus compañeros, lo cual puede
beneficiar y/o afectarle. De allí que el propósito de la investigación fue:
Develar las expresiones orales que emergen entre los estudiantes para una
cualificación valorativa en su interacción social. Metodológicamente se abordó
desde una visión cualitativa fundamentada en el método etnográfico, con una
población de 38 alumnos; desarrollada en cuatro fases: (1) acercamiento a la
realidad, (2) recolección de información, a través de la observación y la
entrevista; (3) análisis de la información y (4) elaboración del informe final.
Del proceso de análisis de la información, se construyeron categorías, tales
como: el burlón, el/la craniecito(a), el molestón/fastidioso, el/la
solidario(a). Calificativos estos, que según los alumnos eran característicos
por su manera de actuar. Entre los valores manifestados se tienen la amistad,
el respeto, la sinceridad, el compañerismo. De igual manera, contravalores,
tales como; irrespeto, desorden, burla, ofensa, indisciplina, entre otros. Por
lo que se recomienda propiciar actividades que le permita al estudiante valorar
y respetar a sus compañeros de clase para un convivir en armonía.
Palabras clave: expresión oral; valores sociales; interacción
social.
|
Fecha de Recepción: 21-09-2017 |
Fecha de Aceptación: 14-11-2017 |
1. Introduction
To investigate the actions that the actors of the
classroom execute daily, turns out to be interesting and pertinent in the
current moments that are tried changes in all the aspects of the humanity,
especially as far as education is concerned; because it allows to determine the
weaknesses as strengths that are generated in the classroom. A space where mostly
teachers and students remain and where daily interactive actions are encouraged
that lead to the demonstration of values, as well as situations that are not
very accurate during the learning meetings, which deserve to be investigated
and studied in order to solve or reinforce them. same.
From there, that teachers, parents and students are
heard every day about events that take place in learning spaces, with more
emphasis on difficulties and problems, than on the benefits and satisfactions
that social interaction can promote during the teacher-student learning
process, where oral expressions are carried out, related to the interpersonal
communication that is generated among the students and that can often lead to
value how to devalue the other. Situation that does not escape the children of
the EU "El Cumbe", Municipality Valera, state. Trujillo, where
teachers indicated on several occasions that there are certain difficulties in
interacting with students that sometimes they do not know how to manage.
From this perspective, it is necessary to deepen the
study of the values that underlie the educational spaces, more when Cadenas
(2017a, p.345), refers "that the values currently, due to the changes
that have been generated have led to a value system, whose determinant are competitiveness
and individualism". In addition to what the author mentioned, it is
necessary to refer that in the Constitution of the Bolivarian Republic of
Venezuela (1999), and in the Organic Law of Education (2009), as legislative
realities, they designate the Venezuelan educational system to strengthen the
values of respect, solidarity, tolerance, solidarity, empathy, among others;
as guiding principles of education, safeguard the integrity of being and
interaction in the different spaces where the Venezuelan citizen lives.
Reflecting on what was pointed out, the purpose of the
study was to reveal the oral expressions that emerge among the students for an
evaluative qualification in their social interaction in order to suggest some
activities that strengthen the interactive process. Study that is justified,
considering that educational spaces are privileged by the constant interaction
of the active actors that make it up and, where they are educated, they build
and they practice values that merit discovering to contribute to their
improvement. From this perspective, the study was based on the ethnographic
method to visualize and unveil reality from the actors of the research. It was
inserted in the Research Line of Investigators in Social Action, IAS, UNESR,
Núcleo Valera.
There are several researchers who have been concerned with the study of
interactions, which highlights the well-known works of Flanders, in the
seventies, within the current identified as interaction analysis. At present,
the interest in investigating not only the interaction between student-teacher
but also in the process of interaction continues.
The word interaction, is of Latin origin and describes a deal between two
or more people; Placing ourselves in the educational context, people would
obviously be the teacher and the students. Ibáñez (2004), provides a definition
and conceptualizes the reactions adopted by people towards others. Reaction
that depends on the context and the situation in which the interaction takes
place, as well as the way in which the actors negotiate the meaning they give
to the context. Definition that is related to interaction with other
individuals, which leads to somehow modeling certain behaviors, according to
beliefs, customs, values, among others. The human being is in constant process
of interaction throughout his life and, it takes him according to Matos (2014),
to establish relationships between the diverse actors that make life in any
context, where they share, ideas, knowledge, experiences, emotions, face to
face or in the distance by means of different technological means.
Locating social interaction in the educational context, Guevara (2011a),
expresses that it is the interactive process that takes place between the
student-student, student-content, and teacher-student. Depending on how the
educational process is generated, how the interaction will occur. That is, it
is a reciprocity, verbal or non-verbal, that is established among the agents of
the classroom; It is necessary to consider the context, the means and
resources, the climate, among others, as key and significant elements for the
interaction process.
Educational interaction, according to Bixio (2001a), is a shared action,
which indicates that interactive teacher-student relationships should be
produced in a favorable manner to the extent that reciprocal effective
communication flows between them. For this reason, the consideration of
communication as part of the basic elements that make it possible to understand
the processes of student-teacher interaction, as well as student-student,
deserves special attention.
For the purpose of the study, emphasis will be placed on the
student-student interaction, without neglecting the importance of the
teacher-student interaction. Student-student interaction is the one used by
participants or students to agree on the division of functions and logistics of
team tasks. For Bixio (2001b, page 22), as well as for Guevara (2011b), this
type of interaction favors work among peers, while producing an important and
enriching educational influence on knowledge construction processes. In the
same way, during the process of social interaction between students, behaviors
that characterize them are encouraged and lead them to manifest values and
countervalues that can benefit and / or affect the student.
Hence the need that teachers as classroom managers promote interactive
processes, which as indicated by Jáuregui (2017), "generate the greatest
number of opportunities for participation and interaction for students, achieve
success in reaching the proposed goals". (p.141) Process in which
interactive, affective and effective relationships are established that benefit
the educational act and the formation of citizens with values and strengths
to act in correspondence with the demands and changes that are made in the
country.
2.2. Social values
Social values, according to Bello (2004a), begin to be
formed in practice as an individual exercise, which constitute for each
individual a commitment as someone who acts in a community of individuals, who
desires positive results in their personal growth and its social dimension
Social values, according to the Ministry of Popular Power for Education (2007),
indicate that they are formed in a specific community, in each population and
country, as a result of a process of exchange.
In this process of valuation or act of valuing, the
presence of the subject as well as the object is necessary. As pointed out by
Matos and Pirela (2004a), during the act of evaluation, qualifying aspects may
intervene that affect the disposition of the one who teaches and the one who
learns. Likewise, in educational spaces, social values are experienced during
the learning process, which can lead students to value or devalue actions and
practices. Among them we have the qualifications that students use to refer to
characteristics, behaviors and attitudes of their peers.
2.3. Oral expression
Speech is the communicative
capacity related to the elaboration of oral discourse. The oral expression for
Recasens (2003), constitutes a communication skill or ability that has no
meaning without understanding, without the processing and interpretation of
what has been heard. Oral expression implies interaction and bidirectionality,
in a shared context, and in a situation in which meanings must be negotiated.
Communication is a process, an action, based on expressive and interpretive
skills, so that oral expression should be understood as such, along with oral
comprehension, reading and writing.
Oral expression is related
to the act of speech and in turn to the forms of interpersonal communication
that is generated among students, often leading to the use of qualifying
qualifiers or attributes that confers on their way of acting in the educational
space. According to Matos and Pirela (2004b), the qualifiers refer to
qualities, traits and properties that accompany the name to make it different
from the others. They can strengthen as damage, that is, they are positive and
/ or negative. As for the qualifiers, they have to do with the act of
assessment, attributes that students make to their classmates, which depending
on it can generate ridicule and even violent acts that affect the integrity of
the student.
Hence, these oral
expressions can affect the interaction process that occurs between students,
where the teacher has the great task of promoting education in values
promoting participation, effective and consistent, where the student is led
to experience values that Allow him to build from his act of valuing himself
and the other during the interactive process, inside and outside the
educational spaces. As Cadenas (2017b) points out, it is about strengthening
values that allow students to learn to live and share harmoniously, and to
interact emotionally in the different spaces in which they live.
In this sense, it is about
strengthening spaces of participation and integration of the actors that make
life in the classrooms, where values are encouraged, which as Rondón, Peña
and Terán (2017) point out, social values impregnated from one from one
humanist position, which leads citizens to act coresponsably in the process of
student training. That allows them to interact harmoniously where values
prevail before the qualifiers that disparage their classmates, where they
live with respect and solidarity.
3. Methodological Path
Given the objective and knowing the benefits offered by the ethnographic
method, which according to Goetz and Le Compte (1988a), allows describing what
happens in intact groups, researchers addressed the learning space of 38
students to acquire necessary details that would allow describe the facts as
they were happening and reveal what really happened in the learning scenario.
According to Goetz and Le Compte (1988b), the ethnographic method allows
the holistic description of the natural interaction of a group over a period of
time, which faithfully represents the visions and meanings of the participants.
Also, Martínez (1998a); Rodríguez, Gíl and García (1999a), indicate that the
classrooms, because they are small scenarios and where necessary situations of
deepening occur, favor the application of research.
However, the ethnographic methodology allowed to
reveal the interactive process that was generated among the actors of the
classrooms. Methodology, which brings with it an arduous task to record the
facts as they happen in reality; it was developed in four phases: (1) approach
to reality, (2) information gathering, through observation and interviewing;
(3) analysis of the information and (4) preparation of the final report.
The
first phase allowed the approach to the reality of study, requesting permission to the teacher to carry out the
research, considering that on several occasions the teacher expressed the
various conflicts that often occur between students. Similarly, a preliminary
approach with the students in order to establish a first contact with them.
Regarding
the second phase, which
refers to the collection of information directly in the field of work, which
involved the use of techniques for data collection or capture, such as:
observation, considered by Martínez (1998b) and Tarrés (2013a), as the primary
classical technique and more appropriate by ethnographers to acquire
information; observation that was participatory, because it allowed greater
interaction and communication with the groups to study, to perceive, understand
and explain reality as it was. The interview, through it, could be discussed
with the informants or study agents, to obtain information about aspects or
situations that had not been clear in the observations, especially in those
that needed to be deepened.
The instruments that were used to collect and store
the information were the field diaries, which allowed for personal annotations
(sensations, interpretations, reflections, etc.) of the observations made, as
well as gestures, actions, among others, that occurred in the classrooms.
The
third phase or analysis of the information allowed the organization of the information, the
transcription and the analysis of it. Taylor and Bogdan (1986), Huberman and
Miles (1994), Rodríguez, et al. (1999b), and Tarrés (2013b), consider the
analysis of the data, as the dynamic and creative process performed by the
researcher to discover the relationships through the accumulated facts. That
is, reduction of data, availability of data and conclusions / verifications.
The triangulation, seen by Calderero and Carrasco
(2000), Coffey and Atkinson (2003) and González (2007), as the process that
allows to check the information collected, in which different methods are used,
in order to contrast and compare the facts, which was carried out during the
process of analyzing the information, allowing comparing and contrasting the
facts recorded in the observations and interviews, through a spiraling process
"going and coming" (while the review of the material), until
obtaining the categories and subcategories that identified the information
collected, discovering meanings, conceptions, events, and especially, the
performance of each of the actors in the classroom.
The
fourth phase or the preparation of the final report, which allowed the exhaustive review of all the
information to give coherence and fluidity to it; product of this phase, is the
dissemination of the results obtained in the study.
As for the results obtained from the analysis of the
information obtained from the observations and interviews with the students,
categories were elaborated regarding the qualifiers, as well as the values
present in the interaction among the students; which can be mentioned:
The
mocker, that student who was
aware of what others did to say words or strong expressions, that made his
classmate feel bad. Among the situations in which the mocking child expressed
offensive words to his classmates, one can quote: "In an activity that was
taking place on the board, one of the children is mistaken, when you hear him
saying 'is gafo does not know', the teacher does not seem to notice the
expression, although the other students who were close by listened to him",
at another moment" the teacher asks a girl to please solve a mathematical
operation on the blackboard and she with her body He covered the other
exercises, to which you hear 'donkey meat is not transparent', to which the
teacher says, what happened? and the student responds 'that he does not let me
see', but that's why he does not have to say that, the student laughs and keeps
writing".
As evidenced, they are expressions that the student,
according to what his classmates point out in the mini story, keeps constantly,
for what they expressed "my friend we call him the mocker because he mocks
all the time what one does"; another one indicated "we call Juan the
mocking one, because all the time he is watching what one does to make
fun". This qualifier seems not to like Juan, when he says "my friends
complain that I make fun of them, but they are not fly. It bothers me when they
tell me there the mockery goes, I try not to tell them things, but it is for
them to notice".
As can be seen, the situations presented allow us to indicate
that the student is annoyed by the qualification of derision, even knowing that
he expresses strong qualifications to his classmates and that according to him
it is to be noticed. Qualifier that leads to disrespect, this being the counter
value of respect, which, according to Rondón (2016a), the teacher must promote
respect among students and other actors who make life in the institution; in
such a way, that it leads to respect itself, to its companions, doing the
rights and the dignity of the other. The teacher must be close to the student,
know and thus transfer the boundaries of the school, ie, know the student and
plan actions based on their weaknesses and strengths, which lead to guide and
model values that demonstrate respect for himself and the other. (Juárez,
Moreno, Straka and Lezama, 2003a, p.127).
The
annoying or annoying; identified
as that child who expected the teacher to be distracted or leave the classroom
to annoy his classmates. This is reflected in the following situation:
"the teacher was talking with another teacher, and two students began
throwing papers and pieces of rubber eraser, the teacher makes the signal to
the two children and continues talking, one of the erasers he drops a girl in
the face and accuses him, the teacher chooses to put him on his feet, in the
form of punishment. "Another of the situations visualized was when
"the teacher left the room and Saul starts throwing papers in the form of
a ball, hits another child on the head, who decides to ignore him and continues
to talk with his close companion; in view of his attitude, Saul got up and went
to where the child was to hit him, the teacher arrives and accuses Saul,
pointing to the teacher, did you see why I punish you?, to which Saul makes
gestures not to care".
Regarding what was mentioned in the mini story,
expressions were seen, such as "Saúl is an annoying child who annoys other
classmates", "in the classroom there are several of the classmates
who are annoying, they take advantage when the teacher leaves for a moment or
when someone comes to the classroom", "There are students who bother
a lot, but the teacher punishes them and they do not seem to care".
Expressions that reflect the displeasure for the inconvenience that these
students sometimes, which leads them to put the qualifier of annoying.
Situations that reflect again, the disrespect towards
the other, which in Saul's words according to what happened, says "I am
clear in what annoying, but it is because they all the time tell me there is
the annoying, and sometimes they throw me the fault of things that I do not do
". Expression that hints at the discomfort felt by the student before the
qualifier and that more than helping can hinder the attitude of the same. As it
is reflected in the situations indicated, there is disrespect for the other,
indiscipline, disorder, mistreatment; that is to say, counter values that,
according to Bello (2008), lead to transgressing the norms, duties and rights.
In this sense, the teacher is required to promote values that counteract
situations of disrespect among students.
On the other hand, it is important to point out the
attitude of the teacher towards the student, which according to Matos and
Pirela (2004c), many times teachers choose arbitrary measures to maintain
control or discipline in the classroom. Measure that could have double slope,
one that leads the student to become aware and analyze their behavior and the
other that is used to bother and choose to ignore the punishment.
In both situations there is evidence of counter values
or devaluations that may affect the educational process, which is contrary to
what was stated by Latapí (2000), the teacher must promote values that lead
the student to live with the other, to accept and respect it. Likewise, Rondón
(2016b) states that teachers should encourage students to behave towards
criticism, respect for other people, commitment, solidarity, etc. Behaviors
that may be involved in a classroom activity, in the discussion of a topic, in
the practice of sports, in any activity that the teacher uses as a strategy to
implement a plan for the formation of values.
The
craniecito / intelligent, is
seen as that child who participates more in class and who gets better grades.
Between the verbalizations that leave evidences of the same one, they can be
indicated: "Pedro is the most intelligent, for that reason we call the
craniecito", "one of our companions is very intelligent, when the
teacher asks difficult questions he raises the hand to intervene, the teacher
always congratulates him, and that's why I call him the little kid", "there
are several students who are intelligent and that's why we say them little by
little, sometimes they do not like it, because as María says' I do not like to
be called like that I have my name, and well I do not say that anymore".
Likewise, in the interview with Pedro called "el
craniecito", he responds in the following way: "My participation is
correct, all my colleagues look at me so that I can participate, that is easy
for me, I understand it". However, one of his companions says" Pedro
gives it to him that he knows everything and sometimes he makes a mistake, but
the teacher spends it, instead Maria is very intelligent, she studies a lot and
helps us when we do not understand". Expressions that reflect
intelligence, sharing, solidarity, friendship, respect, values that the
teacher should take to strengthen human dignity.
As well as these expressions, words that indicated the
dissatisfaction of the qualifiers were also collected, to which a student
expresses "that bothers me about that little thing, because there are
classmates who do not enjoy the benefits that the cranial or intelligent being
gives, many of them my classmates are labeled as gross and that bothers me".
Before these locutions, the qualifiers of craniecito,
intelligent, but also of gross, that as the student pointed out, are labeled,
which can favor as disadvantage, depending on the situation. In this sense, the
attitude that the student assumes during the classes is perhaps a reflection of
the work they do, the type of interaction, the liking or dislike of the moment
in which they find themselves. Juárez, et al. (2003b, p.128). Hence the need
for an education in values, which lead the teacher to strengthen values that
help the student to respect and accept the other without having to place
qualifiers that may disturb the student's behavior, in the words of Juarez, et
al. (2003c, p.128), "there is no education without respect for ideas, feeling
and honoring others".
The Solidarity (a); term that was
assigned to students who cooperated and helped their peers, an attitude that
was observed in the learning spaces. One of the situations that was presented
was "when in an activity that was being carried out, one of the students
was distracted and Ana arrived and told her what happened to you, to which the
child said, I do not understand, quiet I explain and sat next to him to
explain. "In another moment it was visualized when, a student in view of which
his companion did not bring pencil chose to give the one of him and rose to
look for a borrowed one". Observations that reflect the camaraderie,
solidarity and friendship, values that strengthen the interaction in the
learning spaces.
In the same way, in the interviews with the students,
expressions were collected, such as: "Ana is a very good companion, she is
supportive, she always helps us when something is difficult", "there
are friends that we say are in solidarity, because when you miss something you
share, even when you do not know something they help us or warn us about tasks
when we are missing". The solidary student differs greatly from the
mocking student, from the one who bothers; because the supporter helps,
cooperates with his other colleagues.
Solidarity is one of the values that the Ministry of
Popular Power for Education (2012) and Bello (2004b), propose as essential to
practice in educational spaces and the daily life of every person. Oral and /
or qualifying expression that can in some way contribute to develop affective
relationships between students, thus making the interactive process a moment
imbued with values.
5. Suggested
activities to strengthen values and avoid qualifiers that affect affective and
effective interaction among students.
Considering
the categories or results obtained from the research, the researchers suggest
to the teachers the following activities:
·
Promote
through reading, the projection of videos, the practice of an evaluative speech
that fosters solidarity, respect, responsibility and friendship among
classmates.
·
Promote
recreational activities that lead to practice the values mentioned above in
their communication and interaction process.
·
Staging
moments that lead students to reflect on the implementation of oral or
qualifying expressions that may affect the integrity of the student.
·
Carry
out expository activities, where the students, through the selection of a
certain value, develop it in a creative way.
·
Make
billboards, posters, printed material, which leads to encourage the practice of
social values for effective communication and better interact as they
strengthen personal relationships between students.
·
Evaluate
together with the students the activities developed and request their
contributions for new activities to develop.
6.
General reflections
Given the evidence indicated, it can be said that,
from the students' speech, oral expressions emerged, which possibly is normal
for them to interact and refer to each other for their qualities, such as the
mocking, the annoying or annoying, the little boy / intelligent, the / solidary
(a), which carry implicit values and counter values. Regarding the counter values:
disrespect, disorder, mockery, offense, indiscipline, abuse, among others,
which can affect, in most cases, the behavior of students; Likewise, values
such as solidarity, camaraderie, friendship, support, sincerity, respect,
cooperation, and intelligence were evident in the students’ interaction.
Given this situation, it can be said that the teacher
plays an important role in the assessment act made by students during the
learning meetings, as it was evidenced that on several occasions she used
punishment as a disciplinary measure, which leads to rejection by part of the
student in such a situation. Manifesting in this way a counter value such as
punishment, abuse, use of power. However, there were times when she expressed
understanding in the students' situations, respect when they indicated they did
not understand and she explained the content, the support; reinforcement of
social values that led them to practice, such as friendship, love for oneself
and for the other.
From the results obtained through ethnography as a
research method, it can be indicated that more than a method is a tool that the
teacher must use to discover and record the events that arise in the learning
spaces and, thus, to understand the situations that are presented and to be
able to find alternative solutions. So it is necessary to recommend to the
teacher, as to all teachers who wish to strengthen values, the use of various
strategies and activities that lead to valuable experiences, where you learn to
respect, to accept the other without having to use qualifiers that can affect
the integral development of the student.
Similarly, teachers reflect on their own educational
practice, because the use of punishment as a counter value, can affect the
attitude of the student, so it must be creative motivating strategies, fostering
an atmosphere of dialogue, exchange of ideas, of participation, of equality,
making the educational act interesting and formative for the students.
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Yuraima
Margelis Matos
e-mail: yuraimatos01@gmail.com
Born in Venezuela. Bachelor in Integral Education,
Mathematical Mention, Master in Educational Sciences. Mention Research
Teaching. Magister in Technology and Educational Design, Master in Education
Robinsoniana, Dra. In Educational Sciences. Research professor at the Universidad
Nacional Experimental Simón Rodríguez, (UNESR) Núcleo Valera, state. Trujillo
(Retired). Participant of the Research Line: Investigadores en acción Social (IAS),
Facilitator in methodology courses, Seminar on research, Values, Community
Service, Research Project, Basic education administration, Ethics and values
in research, educational management, among other courses, in the
Universities: Simón Rodríguez, Valle del Momboy, Rafael María Baralt
(Specialty, Masters and Doctorate). Jury evaluator and tutor of Special Work of
Degree and Thesis, Evaluator of promotion works, arbitrated articles in
national and international journals. Currently a member of PEII,
LEVEL B.
Yvo Antonio Barreto Andrade
e-mail: yvobarreto.a@gmail.com
Born in Venezuela Lcdo. In Education Mention
Philosophy: IUSPO / UCAB, Specialist in Planning and Evaluation: Universidad
Santa María. Master in Educational Management: UPEL, Ph.D. in Education: Universidad
Nacional Experimental Rafael María Baralt, UNERMB. Currently: Coordinator of
Dept., Guidance and Student Welfare Escuela Técnica Agro- Industrial Profesor.
Pedro Albarrán. Parish the Araguaney, Andrés Bello Municipality. State
Trujillo- Venezuela. Speaker at national level.
María Martina Mejía De Cordero
e-mail: mariamdecordero@gmail.com
Born in Venezuela. Lcda. Comprehensive Education
Mention Language. Specialist in Curriculum, Diploma in Educational Supervision,
Master in Educational Management, Student of the Doctorate in Education at the Universidad
Nacional Experimental Rafael María Baralt, UNERMB. Institution where Unidad
Educativa Los Caños, Andrés Bello Municipality of Trujillo State.
Gaby Angélica Terán Viera
e-mail: terangaby2012@gmail.com
Born in Venezuela. Currently teaching at the Liceo
Antonio Nicolás Briceño. Student of the Doctorate in Education of the Universidad
Nacional Experimental “Rafael María Baralt”. Msc. in Human Resources
Management. Technician in Integral Education. Lic. Politic science. Participant
in presentations at national and international level, in training workshops,
workshop facilitator. Participant of the IAS Research Line, Universidad
Nacional Experimental Simón Rodríguez, Center Valera, Venezuela.
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DOI:
https://doi.org/10.29394/Scientific.issn.2542-2987.2018.3.7.17.329-352