La relevancia del relato testimonial como material educativo. Una experiencia interdisciplinaria para séptimos básicos, a propósito de los terremotos que han afectado a Chile (1575-2010).
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Date
2026
Journal Title
Journal ISSN
Volume Title
Publisher
Universidad de Concepción
Abstract
El presente trabajo de titulación, enmarcado en la modalidad 3B de investigación teórico-metodológica, propone el diseño de talleres interdisciplinarios e intracurriculares dirigidos a estudiantes de séptimo año básico. Su objetivo principal es promover aprendizajes significativos y contextualizados mediante el uso del relato testimonial como recurso pedagógico para abordar el fenómeno sísmico, dada la constante actividad tectónica en Chile. Basándose en el Aprendizaje Basado en Proyectos (ABP), este enfoque pedagógico facilita que los estudiantes relacionen nuevos conocimientos con sus experiencias previas, favoreciendo un aprendizaje profundo, duradero y con sentido personal. La propuesta contempla la implementación de talleres que integran contenidos de Lenguaje y Comunicación, Historia, Geografía y Ciencias Sociales, y Ciencias Naturales, lo que permite articular los aprendizajes dentro del marco curricular vigente. Estos talleres facilitan una comprensión integral de los terremotos en Chile, considerando sus dimensiones científicas, sociales y emocionales. La propuesta didáctica busca fortalecer habilidades comunicativas, pensamiento crítico y valoración del entorno, alineándose con las Bases Curriculares vigentes y la Ley General de Educación. Asimismo, responde a la necesidad de una educación interdisciplinaria que fomente la memoria histórica y una cultura preventiva frente a riesgos sísmicos, contribuyendo a formar estudiantes críticos, informados y conscientes de su realidad social y natural.
This thesis project, framed within the 3B modality of theoretical-methodological research, proposes the design of interdisciplinary and intracurricular workshops for seventh-grade students. Its primary objective is to promote meaningful and contextualized learning through the use of testimonial narratives as a pedagogical resource to address the seismic phenomenon, given Chile’s constant tectonic activity. Based on Project-Based Learning (PBL), this pedagogical approach enables students to connect new knowledge with prior experiences, fostering deep, lasting, and personally meaningful learning. The proposal includes the implementation of workshops that integrate content from Language and Communication, History, Geography and Social Sciences, and Natural Sciences, allowing for the articulation of learning within the current curricular framework. These workshops facilitate a comprehensive understanding of earthquakes in Chile, considering their scientific, social, and emotional dimensions. The didactic proposal aims to strengthen communication skills, critical thinking, and environmental appreciation, aligning with the current Curricular Bases and the General Education Law. Additionally, it responds to the need for interdisciplinary education that fosters historical memory and a preventive culture against seismic risks, contributing to the formation of critical, informed, and socially and environmentally aware students.
This thesis project, framed within the 3B modality of theoretical-methodological research, proposes the design of interdisciplinary and intracurricular workshops for seventh-grade students. Its primary objective is to promote meaningful and contextualized learning through the use of testimonial narratives as a pedagogical resource to address the seismic phenomenon, given Chile’s constant tectonic activity. Based on Project-Based Learning (PBL), this pedagogical approach enables students to connect new knowledge with prior experiences, fostering deep, lasting, and personally meaningful learning. The proposal includes the implementation of workshops that integrate content from Language and Communication, History, Geography and Social Sciences, and Natural Sciences, allowing for the articulation of learning within the current curricular framework. These workshops facilitate a comprehensive understanding of earthquakes in Chile, considering their scientific, social, and emotional dimensions. The didactic proposal aims to strengthen communication skills, critical thinking, and environmental appreciation, aligning with the current Curricular Bases and the General Education Law. Additionally, it responds to the need for interdisciplinary education that fosters historical memory and a preventive culture against seismic risks, contributing to the formation of critical, informed, and socially and environmentally aware students.
Description
Tesis presentada para optar al título de Profesor de Educación Básica Mención en Lenguaje y Ciencias Sociales
Tesis presentada para optar al título de Profesor de Educación Básica Mención en Matemáticas y Ciencias Naturales
Tesis presentada para optar al título de Profesor de Educación Básica Mención en Matemáticas y Ciencias Naturales
Keywords
Interdisciplinariedad en educación, Talleres, Aprendizaje