[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-61676-es":3,"doc-seo-61676-110":30,"detail-sidebar-cat-0-es-110":91},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":21,"is_downloadable":21,"audit_status":21,"page_count":22,"language":23,"language_code":24,"site_id":25,"html_lang":24,"table_of_contents":26,"faqs":27,"seo_title":13,"seo_description":14,"update_tm":28,"read_time":29},61676,1099513958762,"Logic","https://ap-avatar.wpscdn.com/avatar/1000023916a998db790?x-image-process=image/resize,m_fixed,w_180,h_180&k=1784791008015729253",41,"Investigación e Informes","La Revalorización de los Saberes y Conocimientos de la Cultura Guaraya en el Intercambio de Experiencias Armonizadas","Trabajo final de licenciatura en el marco del PROFOCOM-SEP que sistematiza una experiencia educativa orientada a revalorizar los saberes y conocimientos de la cultura Guaraya mediante intercambios de experiencias armonizadas. Se desarrolla en una unidad académica de San Julián y busca aportar a la implementación del nuevo modelo educativo socio-comunitario productivo. Incluye un marco contextual, un marco metodológico y la construcción de un relato colectivo, complementado con relato y análisis individual de la transformación de las prácticas educativas.","|  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |\n| --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- |\n|  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |\n|  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |\n|  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |\n|  |  |  |  | \u003Cbr>ESCUELA SUPERIOR DE FORMACIÓN DE MAESTRAS Y MAESTROS\u003Cbr>“RAFAEL CHÁVEZ ORTÍZ”\u003Cbr>UNIDAD ACADÉMICA “SAN JULIÁN”\u003Cbr>\u003Cbr>“LA REVALORIZACIÓN DE LOS SABERES Y CONOCIMIENTOS DE LA CULTURA GUARAYA EN EL INTERCAMBIO DE EXPERIENCIAS ARMONIZADAS EN EL NUEVO MODELO EDUCATIVO SOCIOCOMUNITARIO PRODUCTIVO”\u003Cbr>Trabajo Final para optar al grado académico de Licenciatura otorgado por la ESFM en el marco del Programa de Formación Complementaria de Maestras y Maestros en Ejercicio – PROFOCOM-SEP.\u003Cbr>Equipo de Sistematización:\u003Cbr>1. Prof.: Willam Velasco Miranda\u003Cbr>2. Prof.: Dulfredo Terrazas Montero\u003Cbr>Tutor/a:\u003Cbr>Lic. Saturnino Otondo Villca.\u003Cbr>U.A. SAN JULIÁN, 2017 |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |\n|  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |\n|  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |\n|  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |\n|  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |\n|  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |\n|  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |\n|  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |\n|  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |\n|  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |\n|  |  |  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individual de la experiencia de transformación de las prácticas educativas\n## Maestro 1: Willam Velasco Miranda","[{\"question\":\"Cuál es el propósito central del trabajo de sistematización?\",\"answer\":\"Revalorizar los saberes y conocimientos de la cultura Guaraya a través del intercambio de experiencias armonizadas, en coherencia con el nuevo modelo educativo socio-comunitario productivo.\"},{\"question\":\"Qué apartados estructuran el trabajo?\",\"answer\":\"El documento se organiza en resumen, introducción, marco contextual, marco metodológico, relato colectivo y relato y análisis individual de la transformación de las prácticas educativas.\"},{\"question\":\"Cómo se aborda la transformación de las prácticas educativas?\",\"answer\":\"Se presenta mediante un relato individual de la experiencia, acompañado de análisis sobre el proceso de transformación, iniciado con el caso del maestro 1 (Willam Velasco 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