Recognition of social and school interaction skills through games as an inclusive education strategy in the communicative dimension for primary education institutions

Abstract

Starting from the daily pedagogical work, this research project was born from the lack of social interaction, distraction and educational apathy that was identified in the students of the Educational Institution El Ramo, San Bernardo de Betulia Santander, after the world pandemic by Covid - 19. Therefore, the general objective was to recognize the social and school interaction skills through play with pedagogical playful workshops, based on the communicative dimension in students of the fifth grade of primary school; the methodology was within the qualitative framework and the type of research was based on Participatory Action Research (PAR). Likewise, this study was based on working the category of the communicative dimension and the subcategories cognitive, creative, innovation, interaction and problem solving; therefore, 6 symbolic, rule and cooperative games were selected in order to fulfill the objective. The compliance with each indicator was verified by means of a checklist. In conclusion, it is important to implement ludic pedagogical strategies in the educational context that generate an inclusive and integral education, in order to strengthen the communicative dimension.