La proxémica y la lúdica en el aula como propuesta comunicativa caso de estudio: INEPE

Abstract

Reflection on the incidence of communication within education to guarantee meaningful teaching, and at the same time, processes of social awareness has been a subject of significant, study in Latin America. This article analyzing the use that teachers give to proxemics and playfulness (non-verbal communication), within its communicative proposal, in a popular education initiative (INEPE), is essential to understand what these pedagogies can contribute within teaching and in the resignification of a student towards a critical student, Through an analysis of the content of the educational proposal, the teaching planning and interviews carried out with teachers of this institution, the fundamental features have been found in communicative and pedagogical areas, these reveal to us that the collective construction of knowledge from affection, solidarity and understanding generate a breakdown of the traditional class towards a more dynamic one that gives students It is a central role in their learning, this experience is rich in participatory methodologies, therefore it can contribute in the construction of new instructional processes that take into account the distances, dynamics, expressions and body movements of each participant, to build a common education that can understand the needs and contexts of students.