{"id":114834,"date":"2013-08-11T00:00:00","date_gmt":"2013-08-11T00:00:00","guid":{"rendered":"https:\/\/www.deberes.net\/tesis\/sin-categoria\/el-cine-y-la-literatura-en-el-desarrollo-y-logro-de-las-competencias-basicas-analisis-e-interpretacion-de-una-investigacion-intertextual-en-educacion-primaria-y-secundaria\/"},"modified":"2013-08-11T00:00:00","modified_gmt":"2013-08-11T00:00:00","slug":"el-cine-y-la-literatura-en-el-desarrollo-y-logro-de-las-competencias-basicas-analisis-e-interpretacion-de-una-investigacion-intertextual-en-educacion-primaria-y-secundaria","status":"publish","type":"post","link":"https:\/\/www.deberes.net\/tesis\/lengua-y-literatura\/el-cine-y-la-literatura-en-el-desarrollo-y-logro-de-las-competencias-basicas-analisis-e-interpretacion-de-una-investigacion-intertextual-en-educacion-primaria-y-secundaria\/","title":{"rendered":"El cine y la literatura en el desarrollo y logro de las competencias b\u00e1sicas. an\u00e1lisis e interpretaci\u00f3n de una investigaci\u00f3n intertextual en educaci\u00f3n primaria y secundaria"},"content":{"rendered":"<h2>Tesis doctoral de <strong> Mar\u00eda Gonzalez Garcia <\/strong><\/h2>\n<p>Esta tesis doctoral presenta la investigaci\u00f3n innovadora en las etapas de educaci\u00f3n primaria y secundaria desde el \u00e1rea de did\u00e1ctica de la lengua y la literatura con el prop\u00f3sito de experimentar, analizar e interpretar el desarrollo y logro curricular  de las competencias b\u00e1sicas con el acoplamiento l\u00f3gico de una metodolog\u00eda intertextual que, a trav\u00e9s de la interacci\u00f3n de cine y literatura, es procuradora de un aprendizaje integrado de diversos saberes y lenguajes.  con el fin de generar transferencia de conocimiento adecuado al contexto vital de los aprendices, en el objetivo general de esta investigaci\u00f3n consta que el desarrollo de las competencias b\u00e1sicas concierne a segundo ciclo de educaci\u00f3n primaria y a primer ciclo educaci\u00f3n secundaria obligatoria y que el refuerzo y profundizaci\u00f3n de las mismas se atribuye a los estudios post-obligatorios de bachillerato. Los objetivos espec\u00edficos abordados habilitan su consecuci\u00f3n: primero, aprovechar las cualidades human\u00edsticas e imaginativas del cine y la literatura para motivar al alumnado hacia la resoluci\u00f3n responsable de tareas y proyectos en contextos de resoluci\u00f3n de problemas y de difusi\u00f3n social de obras propias a partir de la acci\u00f3n primordial de la competencia en comunicaci\u00f3n ling\u00ed\u00bc\u00edstica; segundo, avanzar hacia la innovaci\u00f3n interdisciplinar e intertextual en el \u00e1rea de lengua castellana y literatura con la integraci\u00f3n curricular de las competencias b\u00e1sicas y sus correspondientes capacidades interpersonales, instrumentales y sist\u00e9micas-hol\u00edsticas, lo cual contribuye a superar los problemas derivados de los separatismos disciplinares de la ense\u00f1anza academicista tradicional; tercero, elaborar instrumentos para el an\u00e1lisis interpretativo de la conexi\u00f3n curricular, de las competencias implicadas en las tareas, del nivel de desarrollo de las referidas competencias en funci\u00f3n de las tareas y de la autoevaluaci\u00f3n del alumnado al respecto a fin de promover un tipo de diagn\u00f3stico interno y no censal en el desarrollo y logro de estas incardinado a la valoraci\u00f3n del tipo de tareas y de proyectos; cuarto, revitalizar la sabidur\u00eda arquet\u00edpica de los cuentos de tradici\u00f3n oral poni\u00e9ndola en conexi\u00f3n con los argumentos e ideas presentes en el cine actual dirigido al espectador infantil y juvenil para estimular en los aprendices la competencia narrativa (capacidad de fabulaci\u00f3n) con expectativas significativas e interculturales. desde una metodolog\u00eda cualitativa-interpretativa ligada al proceso c\u00edclico de la  investigaci\u00f3n-acci\u00f3n, se ha desplegado la investigaci\u00f3n en las diversas etapas educativas implicadas partiendo de una situaci\u00f3n social problem\u00e1tica para la pr\u00e1ctica, a la que han sido aplicadas estrategias de acci\u00f3n con hip\u00f3tesis resolutorias a trav\u00e9s de procedimientos did\u00e1cticos en el aula organizados en torno a tareas complejas y a proyectos interdisciplinares donde han interactuado cine y literatura en la promoci\u00f3n educativa de las competencias b\u00e1sicas con aprendizajes aut\u00f3nomos y contextualizados, cuyo proceso y resultados han sido evaluados hasta formular un nuevo diagn\u00f3stico de la situaci\u00f3n problem\u00e1tica desde la reflexi\u00f3n anal\u00edtica e interpretativa de los mismos.  los resultados de la investigaci\u00f3n muestran que, gracias a las buenas pr\u00e1cticas que ha reportado tal modelo did\u00e1ctico intertextual entre cine y literatura en la dinamizaci\u00f3n interdependiente de todas las competencias b\u00e1sicas y desde todos los niveles cognitivos recomendados -en especial, los de \u00edndole creativa, cr\u00edtica y estrat\u00e9gica-, en segundo ciclo de educaci\u00f3n primaria se ha iniciado el desarrollo de las competencias b\u00e1sicas, en primer ciclo de educaci\u00f3n secundaria obligatoria se ha madurado su desarrollo y en primer curso de bachillerato se ha reforzado su logro. Ello tambi\u00e9n ha sido posible por la coherencia epist\u00e9mica existente entre la metodolog\u00eda de la intertextualidad y la de las competencias b\u00e1sicas y por la importancia transversal de la competencia en comunicaci\u00f3n ling\u00ed\u00bc\u00edstica en la dinamizaci\u00f3n \u00f3ptima del conjunto de las competencias b\u00e1sicas al procurar transferencia social a los aprendizajes significativos para la vida.  this doctoral thesis presents innovative research for primary and secondary education in the area of didactics of language and literature with the purpose of experimenting, analyzing and interpreting the curricular development and attainment of key competences with a logical inclusion of an intertextual methodology that, through the interaction of films and literature, provides an integrated learning of various branches of knowledge and languages. in order to generate adequate knowledge transfer to learners vital context, the general objective of this research stems from the idea that the development of key competences concerns the second cycle of primary education and first of secondary education and that the reinforcement and deepening of them is attributed to post-compulsory education. The specific objectives addressed in this thesis enable their achievement: firstly, to exploit human and imaginative qualities of cinema and literature to motivate students toward responsible solution of tasks and projects in the context of problem solving and social diffusion of own works from the primary action of linguistic communication competence; secondly, to advance in interdisciplinary and intertextual innovation in the area of spanish language and literature with the  curricular integration of key competences and their corresponding interpersonal, instrumental and systemic-holistic skills, which contributes to overcome the problems of subjects division in more traditional academic education circles; thirdly, to develop tools for the interpretive analysis of  curricular connection, skills involved in the task, the level of development of the competences involved in the tasks and self-assessment of students in order to promote a type of internal diagnosis and not a census one in the development and achievement of these competences incardinated to the value of the type of tasks and projects; fourth, to revitalize the archetypal wisdom of oral tradition tales connecting it with the plots and ideas in contemporary films for children and young people in order to stimulate in the learner the narrative competence (storytelling ability) with meaningful and cultural expectations. from a qualitative-interpretative methodology based on the cyclical process of action research, the study was carried out in the involved educational stages starting from a problematic social situation in order to practice, where action hypotheses have been implemented through classroom teaching methods organized around interdisciplinary projects and complex tasks where films and literature have interacted in the educative promotion of key competences with autonomous and contextualized learning, the process and results were evaluated to develop a new diagnosis of the problematic situation from an analytical and interpretive reflection thereof. the research results show that, thanks to the good practices reported by that intertextual teaching model between cinema and literature in  the interdependent revitalization of all key competences and from all recommended cognitive levels -especially those of a creative, critical and strategic nature-, second cycle of primary education has initiated the development of key competences, in the first cycle of secondary education has matured their development and first year of non-compulsory secondary education has strengthened their achievement. This has also been possible thanks to the epistemic consistency between intertextuality methodology and key competences and the importance of the cross-competence in linguistic communication to revitalize the set of key competencies to ensure meaningful social learning transfer for life.<\/p>\n<p>&nbsp;<\/p>\n<h3>Datos acad\u00e9micos de la tesis doctoral \u00ab<strong>El cine y la literatura en el desarrollo y logro de las competencias b\u00e1sicas. an\u00e1lisis e interpretaci\u00f3n de una investigaci\u00f3n intertextual en educaci\u00f3n primaria y secundaria<\/strong>\u00ab<\/h3>\n<ul>\n<li><strong>T\u00edtulo de la tesis:<\/strong>\u00a0 El cine y la literatura en el desarrollo y logro de las competencias b\u00e1sicas. an\u00e1lisis e interpretaci\u00f3n de una investigaci\u00f3n intertextual en educaci\u00f3n primaria y secundaria <\/li>\n<li><strong>Autor:<\/strong>\u00a0 Mar\u00eda Gonzalez Garcia <\/li>\n<li><strong>Universidad:<\/strong>\u00a0 Murcia<\/li>\n<li><strong>Fecha de lectura de la tesis:<\/strong>\u00a0 08\/11\/2013<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h3>Direcci\u00f3n y tribunal<\/h3>\n<ul>\n<li><strong>Director de la tesis<\/strong>\n<ul>\n<li>Mar\u00eda  Teresa Caro Valverde<\/li>\n<\/ul>\n<\/li>\n<li><strong>Tribunal<\/strong>\n<ul>\n<li>Presidente del tribunal: pedro Guerrero ruiz <\/li>\n<li>angel gregorio Cano vela (vocal)<\/li>\n<li>Antonio Mendoza fillola (vocal)<\/li>\n<li>Mar\u00eda  celia Romea castro (vocal)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Tesis doctoral de Mar\u00eda Gonzalez Garcia Esta tesis doctoral presenta la investigaci\u00f3n innovadora en las etapas de educaci\u00f3n primaria y [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center 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