Cultura del cuidado y aprendizaje significativo: cuidado de sí y del otro en educación primaria
Fecha
2026
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Universidad de Manizales
Referencia bibliográfica
Resumen
Este estudio se centra en la promoción de una cultura del cuidado en el ámbito de la educación primaria, más específicamente en el grado quinto del Colegio Corazonista Medellín, como una apuesta pedagógica orientada al desarrollo humano y a la humanización de los procesos formativos. En este marco, se abordan las categorías; cuidado de sí- cuidado del otro, motivación, confianza y aprendizaje significativo, reconociendo su relación con el bienestar emocional y la formación integral de los estudiantes. El estudio tuvo como propósito comprender la incidencia de estas categorías en las dinámicas escolares y en la construcción de sentido frente al aprendizaje significativo. Se sustentó en un enfoque humanista y una metodología cualitativa de corte etnográfico. Se emplearon técnicas como la entrevista semiestructurada, la observación participante y el diario de campo, con la participación de 8 estudiantes de grado quinto de primaria. Como hallazgo relevante, se evidenció que la cultura del cuidado fortalece la empatía, la confianza y las relaciones interpersonales, favoreciendo la motivación, la participación activa y el compromiso académico. En conclusión, se destaca la necesidad de integrar el cuidado como principio ético y pedagógico que contribuya al aprendizaje significativo y al desarrollo integral del estudiante.
This study focuses on promoting a culture of care in primary education, specifically in fifth grade at Colegio Corazonista Medellín, as a pedagogical approach oriented toward human development and the humanization of educational processes. In this framework, the categories of self-care, care for others, motivation, trust, and meaningful learning are addressed, recognizing their relationship with emotional wellbeing and students’ integral development. The study aimed to understand the impact of these categories on school dynamics and on the construction of meaning in meaningful learning. It was grounded in a humanistic approach and a qualitative ethnographic methodology. Techniques such as semi-structured interviews, participant observation, and field notes were used, involving eight fifth-grade students. The main finding revealed that a culture of care strengthens empathy, trust, and interpersonal relationships, promoting motivation, active participation, and academic engagement. In conclusion, the study highlights the need to integrate care as an ethical and pedagogical principle that contributes to meaningful learning and students’ holistic development.
This study focuses on promoting a culture of care in primary education, specifically in fifth grade at Colegio Corazonista Medellín, as a pedagogical approach oriented toward human development and the humanization of educational processes. In this framework, the categories of self-care, care for others, motivation, trust, and meaningful learning are addressed, recognizing their relationship with emotional wellbeing and students’ integral development. The study aimed to understand the impact of these categories on school dynamics and on the construction of meaning in meaningful learning. It was grounded in a humanistic approach and a qualitative ethnographic methodology. Techniques such as semi-structured interviews, participant observation, and field notes were used, involving eight fifth-grade students. The main finding revealed that a culture of care strengthens empathy, trust, and interpersonal relationships, promoting motivation, active participation, and academic engagement. In conclusion, the study highlights the need to integrate care as an ethical and pedagogical principle that contributes to meaningful learning and students’ holistic development.
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Palabras clave
Educación básica primaria, Aprendizaje significativo, Cuidado de sí y cuidado del otro
