El espacio en el trabajo por proyectos: el caso de los proyectos del Modelo Rubik

Alfonso  García Monge; Carmen Pellicer Iborra; María Jiménez Ruiz; Francisco Javier Gómez González

doi:10.6018/reifop.559421

Autores/as

Alfonso García Monge Universidad de Valladolid
Carmen Pellicer Iborra
María Jiménez Ruiz
Francisco Javier Gómez González Universidad de Valladolid

DOI: https://doi.org/10.6018/reifop.559421

Palabras clave: Espacios escolares, trabajo por proyectos, embodied education, Aprendizaje Situado

Agencias de apoyo

Centro Transdisciplinar de Investigación en Educación

Resumen

Si entendemos que la educación es un proceso corporeizado y situado, se puede deducir la importancia de los espacios en los que se desarrolla. El objetivo de este trabajo es comprender los significados que los participantes dan sobre el papel del espacio en el proceso de enseñanza-aprendizaje del trabajo por proyectos. Se desarrolla un estudio de caso observando y entrevistando al profesorado y alumnado de tres centros de Educación Primaria que desarrollan el modelo educativo Rubik en el que la transformación de los espacios para el desarrollo de proyectos ocupa un papel fundamental. Los resultados muestran que la participación del profesorado y alumnado en la transformación de los espacios ligada al desarrollo de diferentes proyectos provocó la motivación del alumnado, les orientó hacia el aprendizaje, facilitando el recuerdo y desencadenando diferentes procesos emocionales e identitarios. El espacio se revela como un mediador cultural, en el que cristalizan experiencias, aprendizajes y emociones.

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