Fortalecimiento de las habilidades cognitivas a través del Juego Teatral como estrategia didáctica en el subnivel de sexto de Básica Media.

Abstract

The project “Strengthening cognitive skills through Theatrical Play as a teaching strategy in the sixth-grade sublevel of Basic High School” aims to investigate the problem topic based on strengthening cognitive difficulties, attention, perception, language expression and logical reasoning, Various research devices were used such as direct, open and participatory observation. The intervention was carried out in a universe of 35 students, that is, 23 girls and 12 boys, in an age range of 9 to 11 years. On the other hand, a field investigation was carried out through experimental performing arts classes, with a qualitative and quantitative approach. In addition, the instruments used were field diaries, question guide, interviews, observation sheets and photographic records for the research. The problem centered on the lack of active methodologies, because the sixth-year middle school students did not show active participation in carrying out the different activities in relation to school subjects. For this reason, this makes it difficult for students to develop their cognitive skills such as attention, storage of information and its perception, thus being one of the first factors that affects the teaching and learning process for their training, preventing them from maintaining concentration on new concepts or in various mathematics tasks according to their level of education. The theatrical game was chosen to strengthen cognitive skills because it allows students to develop their brain stimulation in different capacities such as creativity, perception, attention, language expression and reasoning, bringing the theory of theater to classroom practice through bodily experiences within the classroom. teaching - learning process.

Keeping this problem in mind, Theatrical Game was used as a possible solution, because it allows students to have more meaningful learning and teaching, with a more entertaining methodology, not only within the classroom, but in a recreational space in which, they will be able to experience new experiences with their body. In the same way, a more active role is given to students within the classroom, allowing them to have more significant learning, with an active methodology through different strategies and techniques, executing an effective study of the student, in order to get a playful classroom space in which they can get out of the routine. Based on this problem and the interviews carried out with expert pedagogues, playwrights, artists and neuropsychologists, it was decided to use the theatrical proposals as a possible solution to the pedagogical problems existing in the group and in turn will serve as a methodological teaching tool based on the Enactivism and constructivist models that grant students more significant forms of class participation for their training and “groupness” also help to improve linguistic skills that allow them to clearly express the ideas they have in mind. It can be concluded that through the interview carried out with the teacher and the survey of the students, the teaching methodologies through theater were unknown, we sought to create different teaching and learning environments, this means we tried to establish a space that facilitates the coexistence between students, in the same way in the course of the time of research and application of theatrical games in the experimental classes was well received, since it proposed a different methodology to the behavioral, rote, conventional one, which was applied in class.