Self-organizing games - A theoretical-conceptual approach to the development of work teams, in school settings-
Resumen
Desde la misión colombiana de los sabios, en 1996, la dificultad de cooperar y de formar equipos ha sido ampliamente documentada y establecida como una limitante en el desarrollo humano y de país. Alinearse a objetivos colectivos, a través de una cooperación efectiva, ha ganado más relevancia en años recientes; particularmente, en el marco de la formación integral del ser humano. Tanto en los grupos de primates, como en los grupos de personas, el juego ha sido reconocido como un gran vehículo para desarrollo de habilidades y capacidades para la cooperación. En este contexto, este artículo de reflexión e investigación presenta un marco de teorías y conceptos unificados que son la base para promover formas de asociación motivantes y de alta efectividad, en estudiantes de secundaria, que aporten a la formación integral, desde la promoción de las competencias del saber estar y saber relacionarse. Para tal fin, se plantea la forma en que se debe desarrollar algunas estrategias orientadas de juego, inspiradas en casos de la naturaleza como la distribución de tareas en hormigas, o la sincronización en cardúmenes de peces. El soporte teórico para el desarrollo de los métodos, tendrá que ver con la Teoría de Flujo Ckizenmijali, la Teoría de la Variedad Requerida de Ashby, y el enfoque de las Ciencias de la Complejidad, con sus principios de Auto-organización y Emergencia. Estas ideas sientan las bases de los protocolos de juego a desarrollar del cual se presenta la implementación del primero referido al manejo de los preconceptos. Los resultados de esta fase muestran que de siete grupos de trabajo formados por la empatía surgen cinco subgrupos que son la base para la conformación de equipos con mayor alineación que pueden dar lugar a 4 equipos de alto desempeño. El enfoque de este trabajo considera la interdisciplinaridad, el diálogo de saberes y la cooperación internacional, con el fin que sean aplicables y eficientes en distintos contextos educativos, culturales y geográficos.
Palabras claves: cooperación, redes complejas, autonomía, lúdica, emergencia
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DOI: https://doi.org/10.24054/01204211.v2.n2.2019.3524
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