Zumaqué Gómez, Nunila SobeidaTirado Montiel, CamilaDíaz Ospino, Edier DavidCastro Santos, Karim Tatiana2021-01-252021-01-252021-01-23https://repositorio.unicordoba.edu.co/handle/ucordoba/3938This research project focuses on the study and creation of didactic sources for social development in vulnerable children of the Institucion Educativa Aguas Negras – Sede California (multigrade classroom 2nd to 5th grade of primary). It is considered that art is perceived in the world as one of the main growth stimulants, not only in the cognitive and attitudinal field of people, but also within the social framework, being a strong complement to the formative progress of the personality in children. However, a disagreement arises, precisely in the way that this is being taught in schools. By observing a certain student population, the way in which they perceive art and how in a certain way the person who teaches its generalities influences, art education must be interpreted and imparted correctly; the child not only draws and paints for its own sake or sings and dances because he likes it, this is only an indication of expression, of sensitivity that must be translated into the ideal subjectivity, absolutely interpreting the voice of artistic expression; in a concrete way the objectivity of being is reached; what he really likes, what according to his fitness preferences he is good and compliant. For this reason, it is appropriate to analyze the didactic material, delve into each method of teaching art in order to get as close as possible to the so-called quality education, create didactic material that a child in second grade of primary school enjoys, next to one of fourth grade, including all four modes of art simultaneously. This work refers to the significant learning of David Ausubel and gives merits to Piaget's schemes where the child by himself becomes aware of knowledge through each experience and in turn highlights Vygotsky's joint learning where they are mutually influenced by the partner, for this reason, the teacher is a guide to the knowledge that they discover themselves, balancing healthy coexistence. Through workshops with the four modalities of art, the free development of the personality is implemented, this allows the child to have an approach towards a specific artistic modality that helps their growth personal and social, in this way the teacher notices who has artistic abilities and in turn wishes to exploit them. 6 The reference is made to children from the Institucion Educativa Aguas Negras – Sede California, a multigrade school (2nd to 5th grade of primary) who has lack of economic resources and presents different adverse circumstances, which in a certain way make it manifest in their behavior when being self-conscious, quiet, and introverted; For this reason, this research project shows the teacher as a game guide, knowledge is presented through different activities (four artistic modalities) that generate expression and participation, without them feeling observed or qualified promoting personal and group trust.1. PROBLEMA .................................................................................................................. 91.1 DESCRIPCIÓN DEL PROBLEMA. ........................................................................... 91.2 FORMULACIÓN DEL PROBLEMA ....................................................................... 101.3 JUSTIFICACIÓN. ...................................................................................................... 111.4 ALCANCE E IMPACTO ........................................................................................... 122. OBJETIVOS ................................................................................................................. 132.1 OBJETIVO GENERAL. ...................................................................................... 132.2 OBJETIVOS ESPECÍFICOS ..................................................................................... 133.MARCO REFERENCIAL ................................................................................................ 143.1 ANTECEDENTES ..................................................................................................... 143.2 MARCO TEÓRICO ................................................................................................... 173.3 MARCO LEGAL ....................................................................................................... 314. METODOLOGÍA ............................................................................................................. 334.1 NATURALEZA DE LA INVESTIGACIÓN ...................................................... 334.1.1 PARADIGMA ..................................................................................................... 344.2 POBLACIÓN ....................................................................................................... 344.2.1 MUESTRA ................................................................................................... 354.3 TÉCNICAS DE RECOLECCIÓN ....................................................................... 354.3.1 FASES DE LA INVESTIGACIÓN. ............................................................ 354.4 PROCESAMIENTO DE LA INVESTIGACIÓN ................................................ 374.5 CATEGORÍAS ..................................................................................................... 375. CONCLUSIÓN ................................................................................................................ 48application/pdfspaCopyright Universidad de Córdoba, 2021Trabajo de grado - Pregradoinfo:eu-repo/semantics/openAccessAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)ArteDidácticaDesarrollo socialAprendizaje significativoEscuela multigradoArtDidacticsSocial developmentMeaningful learningMultigrade school