La cooperativa escolar como dispositivo pedagógico para fortalecer el sentido de pertenencia: una propuesta didáctica para estudiantes de segundo ciclo de educación básica en contexto de vulnerabilidad.
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Date
2026
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Publisher
Universidad de Concepción
Abstract
El presente trabajo tuvo como objetivo diseñar una propuesta didáctica para fortalecer el sentido de pertenencia de estudiantes de segundo ciclo de educación básica en contextos de vulnerabilidad. Para esto se realizó una investigación proyectiva, de enfoque cualitativo y alcance interpretativo que recorrió los estadios de exploración, descripción, análisis y explicación. El análisis comparativo de antecedentes de cooperativas escolares en Chile y Latinoamérica permitió identificar tres características pedagógicas que guían las clases vinculadas a los componentes del sentido de pertenencia. Este sentido de pertenencia se comprende como condición para la emancipación del aprendizaje, y las clases se materializan a través de la cooperativa escolar, dispositivo pedagógico que organiza el proceso de aprendizaje desde un marco legal vigente. La propuesta se sustenta en las Horas de Libre Disposición y en la Ley General de Cooperativas, lo que proporciona su viabilidad curricular e institucional.
The aim of this study was to design a didactic proposal to strengthen the sense of belonging among upper primary education students in contexts of vulnerability. To this end, a projective study with a qualitative approach and an interpretive scope was conducted, encompassing the stages of exploration, description, analysis, and explanation. The comparative analysis of school cooperative experiences in Chile and Latin America made it possible to identify three pedagogical characteristics that guide the lessons linked to the components of sense of belonging. Sense of belonging is understood as a condition for the emancipation of learning, and the lessons are implemented through the school cooperative, a pedagogical device that organizes the learning process within the current legal framework. The proposal is supported by the Hours of Free Disposal and the General Cooperatives Law, providing curricular and institutional viability.
The aim of this study was to design a didactic proposal to strengthen the sense of belonging among upper primary education students in contexts of vulnerability. To this end, a projective study with a qualitative approach and an interpretive scope was conducted, encompassing the stages of exploration, description, analysis, and explanation. The comparative analysis of school cooperative experiences in Chile and Latin America made it possible to identify three pedagogical characteristics that guide the lessons linked to the components of sense of belonging. Sense of belonging is understood as a condition for the emancipation of learning, and the lessons are implemented through the school cooperative, a pedagogical device that organizes the learning process within the current legal framework. The proposal is supported by the Hours of Free Disposal and the General Cooperatives Law, providing curricular and institutional viability.
Description
Tesis presentada para optar al título de Profesor/a de Educación General Básica.
Keywords
Cooperativas, Escolares, Pedagogía, Educación básica