Reconocimiento del otro como posibilidad de formación en el recreo

Iván Darío Castañeda Ramírez; Alexánder Zuluaga Collazos

doi:10.30554/plumillaedu.22.2885.2018

Recognition of other as a possibility training in recreation

Reconocimiento del otro como posibilidad de formación en el recreo

Published 2018-12-15

https://doi.org/10.30554/plumillaedu.22.2885.2018

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Vol. 22 No. 2 (2018)

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Articles

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Castañeda Ramírez, I. D., & Zuluaga Collazos, A. (2018). Recognition of other as a possibility training in recreation. Plumilla Educativa, 22(2), 39-58. https://doi.org/10.30554/plumillaedu.22.2885.2018

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https://doi.org/10.30554/plumillaedu.22.2885.2018

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How to Cite

Castañeda Ramírez, I. D., & Zuluaga Collazos, A. (2018). Recognition of other as a possibility training in recreation. Plumilla Educativa, 22(2), 39-58. https://doi.org/10.30554/plumillaedu.22.2885.2018

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Iván Darío Castañeda Ramírez

la Universidad del Quindío

Alexánder Zuluaga Collazos

Universidad del Quindío

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School stage

Meeting Space

Training

Recognition of the other

Intersubjectivity

Recreation

Subjectivity

Visibility

This article sought to understand senses that have students and teachers about the recognition of the other in the scenario of the playground or school break; inasmuch as it is an imperative, in the current context, socio-educational, having a wide vision on all the school stage. So, that its approach is qualitative, with the complementary research design; also, their information-gathering techniques were: direct observation and an interview to depth, which were applied to eight students (between 15 and 17 years of age), and four teachers (in the areas of math, English, social sciences and) basic primary.), owned all of them to an urban public educational institution in the city of Armenia, in the Department of Quindío. Highlight is that the recess space is seen as a place where students are distorted from the dynamics of the classroom and where, in addition, become detached from the figure of authority of teachers. For its part, is a bibliographic tracking that allows you to have a broad framework of reference around the recognition of each other on the stage of the playground, three variables: 1. recognition of the other. 2 training. 3. recreation. All in all, are accomplished some important finds, which realize the importance of recreation in the visibility of the other and the relevance of this scenario within the school. This from the categories: 1. recreation and their dynamics of aggression. 2. recreation and their dynamics of coexistence. 3. the playground and their dynamics within the human. The conclusions to which even allow us to understand that recess is a stage that goes beyond specifying the adult looks, into a space that allows to have training and recognition of the other. Therefore, the recognition of the other is one of the most important factors to make an assertive interaction and that, similarly, not is it invisible to the other; because to do so would be restricting subjectivity, and thus the intersubjectivity. In this order of ideas, the playground, in the school context, is an indispensable part in pedagogical practices inside and outside the classroom, which have their origin in the different situational dynamics in which students enroll. To this extent, recognition of the other possibly understand, accept and appreciate other people, that entails that the interactions are harmonious and assertive in a us.

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