El Juego como Estrategia para el Fortalecimiento de la Comprensión de los Derechos Fundamentales de los Niños en Educación Primaria

Abstract

This study analyzes the impact of play as a pedagogical strategy to strengthen the understanding
of fundamental rights in primary school students. Early childhood education in rights is key to
promoting citizenship, respect for human dignity, and democratic coexistence. However, in the
early grades, this instruction often focuses on traditional methodologies based on memorization,
which limits meaningful understanding and application in daily life. At the Luis Carlos Galán
Sarmiento Educational Institution, San Pablo campus, in Cúcuta, it was observed that second
grade students can identify some rights, but have difficulty understanding their meaning and
relating them to their context. In response to this problem, play is proposed as a didactic strategy
that fosters active learning, social interaction, and holistic development. The study was conducted
using a qualitative approach, with an interpretive paradigm, and employing the pedagogical action research method, applied to a group of 16 students. A semi-structured interview with the teacher
and a checklist for the students were used as data collection instruments. The results showed that
the use of the game promoted a greater understanding of fundamental rights, as well as
improvements in behavior, participation, and empathy. It is concluded that the game not only
facilitates the assimilation of concepts but also contributes to the formation of critical and
conscious citizens, thus establishing itself as an effective pedagogical strategy in primary
education.