La l?dica como estrategia pedag?gica para el fortalecimiento del aprendizaje significativo en los ni?os del grado preescolar del centro educativo Maranatha

137 p. Recurso Electr?nicoEl presente documento da cuenta del trabajo de investigaci?n formativa realizado en el Centro Educativo Maranatha de la comuna dos de la ciudad de Ibagu?, el cual involucra el estudio cualitativo, de enfoque etnogr?fico, desarrollado en dos fases: en la primera se realiz? un ejercicio de caracterizaci?n, donde se reconoce el contexto que rodea a los ni?os de grado preescolar utilizando diversas t?cnicas e instrumentos tales como cuestionarios, entrevistas, observaci?n (participante y no participante), indagaci?n documental, diarios de campo, entre otras; evidenciando de esta manera una problem?tica susceptible de ser intervenida para su mejoramiento. En la segunda fase, se realiza la intervenci?n de la problem?tica detectada, est? se realiza mediante el Proyecto Pedag?gico de Aula ?Juego, me divierto y aprendo? el cual involucra a los estudiantes, docentes, directivos y padres de familia del grado preescolar; dicha intervenci?n se realiza mediante actividades integradoras dirigidas a cada uno de los agentes educativos. El Proyecto Pedag?gico de Aula implementado se basa principalmente en el desarrollo de estrategias l?dico-pedag?gicas, las cuales crean un ambiente de alegr?a y disfrute frente al proceso de formaci?n infantil, promoviendo as? el fortalecimiento del aprendizaje significativo en los ni?os, generando la dinamizaci?n del trabajo de aula, haci?ndolos protagonistas de su formaci?n, buscando el mejoramiento del proceso de ense?anzaaprendizaje sin incurrir en la rutina obligada del modelo tradicional. Palabras claves: L?dica, aprendizaje significativo, estrategias pedag?gicas, dinamismo.The following document provides a detail report of the formative research held in Maranatha Primary School, located in the second commune of Ibague, which involves a qualitative study with an ethnographic approach, developed in two stages: in the first one there was a characterization where the researchers recognized the context that surrounded the kindergarten students using several techniques and instruments such a questionnaires, interviews, observational study (participant and non-participant), documentary inquiry, field dairy, among others; it evidences that there is a problematic eligible for intervention and further improvement. In the second stage, there is an intervention of the problems identified, it is held through the Classroom Pedagogical Project: ?I play, have fun and learn? which involves students, teachers, managers and parents in kindergarten; such intervention is carried out by taking into account inclusive activities directed to each educative agent. The Classroom Pedagogical Project, after been implemented, is mainly based on the development of playful-pedagogical strategies, which create a funny and joyful environment towards the early childhood education process, promoting in this way the consolidation of the meaningful learning in children, this in turn stimulates classwork, making us play the major role in the teaching-learning process without incurring into the traditional model routine. Keywords: playful, meaningful learning, pedagogical strategies, dynamism

A Coffee Berry Borer (Coleoptera: Curculionidae: Scolytinae) Bibliography

Native to Africa, the coffee berry borer, Hypothenemus hampei (Ferrari) (Coleoptera: Curculionidae: Scolytinae), has gradually invaded most coffee-growing areas worldwide. Adult females colonize the coffee berry and oviposit within galleries in the coffee seeds. Larvae and adults consume the seeds, resulting in drastic reductions in yields and quality, negatively affecting the income of approximately 20 million coffee-growing families (~100 million people) in ~80 countries, with losses surpassing more than $500 million annually (Vega et al. 2015). It has become evident that the coffee berry borer scientific community could greatly benefit from having access to a bibliography of the literature related to the insect. Such an information source would allow scientists to find out what research areas have been explored throughout the many coffee berry borer-infested countries after more than 100 years of research on the topic. It could also help to direct lead future research efforts into novel areas, and away from topics and ideas that have been thoroughly investigated in the past