Ambientes de aprendizaje afectivos para reducir la tensión didáctica docente-estudiante en la Etapa de Desarrollo de Destrezas y Técnicas de Estudio DDTE de la Unidad Educativa Comunitaria Intercultural Bilingüe Monseñor Leonidas Proaño II.

Abstract

The design of affective learning environments arises from the research project with seventh-year students in the Development of Study Skills and Techniques (DDT) stage of the Monseñor Leonidas Proaño II Bilingual Intercultural Community Educational Unit, based on pre-professional practices. ninth cycle of the Intercultural Bilingual Education Course (EIB). As an alternative that allows taking advantage of physical spaces, strategies and various didactic resources to reduce teacher-student didactic tension inside and outside the classroom, which arises from three aspects: the first is that the Intercultural Bilingual Education System Model (MOSEIB) mentions the importance of affectivity, but does not integrate an application methodology, the second focused on the educational institution shows that authorities and teachers know of the existence of affective aspects but are unaware of a methodology for application or integration of the same. The third derives from the classroom space which shows that the teacher limits himself to creating spaces for affective interaction and acts with authoritarianism. They lead to generating educational practices that articulate cognitive processes with affective aspects, guided by a methodology that maintains a qualitative interpretive approach which allowed generating experiences of interaction and recognition of diverse realities of the students, which leads to generating empirical conceptual bases. and reflective that is shown in the theoretical framework. Finally. The proposal through a didactic methodology called Design of accessible learning environments that promote affectivity, which allowed the generation of affective learning environments to reduce didactic tension.