Promoción de la Motivación Escolar en Contextos Vulnerables por Medio de Estrategias Territoriales

Abstract

The article addresses School Motivation in Vulnerable Contexts through Territorial Strategies in Chile. The research, of a reflective nature, focuses on how Chilean educational segregation can be mitigated by emphasizing motivation through a pedagogical paradigm shift that includes territorial education and constructivism. It aims to evaluate the adaptation of a Physics teaching intervention (a field trip about the seasons of the year), previously successful in controlled contexts, to high-vulnerability scenarios regarding its feasibility and impact. The methodology is exploratory and reflective, using a literature review and pilot study analysis. Finally, it highlights that although field trips have been shown to increase motivation and conceptual learning, their application in vulnerable contexts faces structural challenges such as bureaucracy and lack of resources.