Bolivarian Republic of Venezuela

Ministry of Popular Power for University Education

National Education Training Program

Village July 5, 1811

Cumaná Sucre State

LINKAGE

PROFESSIONAL

Member:

Sonia Cabello de Gutiérrez

Section: 06

CI: 12,269,684

Cumaná, April 14, 2013

Bolivarian Republic of Venezuela School Year 2012-2013.
Brazil Basic School  Teacher: Sonia
Hair
Second Grade Section 'B'

Initial Classroom Diagnosis

This diagnosis was carried out in the second-grade classroom section 'B' of
this institution, in the morning shift, has an enrollment of 34
students, of which 16 are boys and 18 are girls, among them 5
repeaters, aged between 6 and 9 years. They are mostly
residents of the Brasil urbanization and nearby sectors, except for one student
who lives in the La Llanada development.

Regarding the strengths, it was observed that the group in general

presents good interpersonal relationships, taking into account the
collaboration among them, where values such as: Respect, the
friendship, solidarity, among others. Likewise, children have
psychomotor and cognitive skills, in addition to being initiated in the
recognition of numbers, shapes, colors, they enjoy painting, singing, dancing,
group games, riddles, and drawing. They have also shown a good
behavior inside and outside the classroom.

According to the weaknesses, on their part in the physical aspect, within

In the group, there is only one child who presents visual impairment. Emphasizing
In the academic aspect, the students have a reading level appropriate to their
schooling. However, there are boys and girls who show weaknesses in the
comprehension and pronunciation of texts in the area of language, and in mathematics,
the resolution of basic operations with difficulty, and the resolution of
problems. Therefore, they need to strengthen this aspect. In this sense, they
will carry out meaningful activities in order to assess the level of
reading and writing, all factors will also be taken into account
involved in both affective and psychomotor socialization, to have
a global approach to the child. These activities will be carried out in an affective atmosphere.

that allow them to develop the necessary skills and abilities at the grade level.

Bolivarian Republic of Venezuela

Brazil Basic School 

SWOT MATRIX

STRENGTHS

Classrooms large enough for the number of students.

We have specialists in Learning Difficulty and Well-being
Student.
Trained teaching staff.
Spacious Computer Laboratory.
Safety of Students within the Institution.
Good condition of the Physical Plant.
Attention to Students of U.P.E.L, U.D.O., Misión Sucre, U.N.A.
Surveillance for the protection of the Institution's assets.
Participation of the Communal Councils in social issues of the
Institution.

OPPORTUNITIES

Nearby bus stops to the different sectors of the

City.
Public and Private educational institutions that provide us support
when we requested them: Basic School "Luis Antonio Morales Ramírez"
Basic School Brazil II, Basic School Brazil III, Bolivarian High School Luis
Antonio Morales Ramírez, Fe y Alegría Radio Institute (I.R.F.A.)
Public Service Institutions: Brazilian Police, Outpatient Clinic
Brasil, Ambulancia de Brasil, Biblioteca Simón Rodríguez, I.N.C.E
Socialist Construction, Church Christ Resurrected, Evangelical Church
Light of the World.
Nearby Businesses: Bakery, bookstore, hairdresser, pharmacy, center
communication, warehouses, market, among others.
 THREATS

Bus stop within walking distance of the school.

Gambling and sales of alcoholic beverages nearby the
institution.
Vagrants around the school.

WEAKNESSES

Deterioration of two (2) computers and two (2) printers.

Lack of ventilation and lighting in the classrooms.
Lack of integration among the institution's staff.
Lack of office and cleaning supplies.
Lack of plumbing fixtures in the bathrooms.
Few green areas for recreation and enjoyment.
Lack of desks or chair-tables.
Expansion of the school library.
Comprehensive Classroom Equipment
Conditioning of the sports court.
Deterioration of desks, tables-chairs, and shelves in the classrooms.
Lack of workshops for teaching staff, administrative staff, workers, students,
parents and representatives.
Insufficient accountability regarding the commitment he has with
the institution.
Air conditioning in the lounges.
Malfunctioning of commissions made up of executives, teachers,
administrative staff and workers.
Lack of programming activities where parents participate and
representatives.
Lack of cultural activities and groups, such as: dances, storytelling
story, theater, painting, among others.
 Bolivarian Republic of Venezuela

Ministry of People's Power for University Education

National Education Training Program

Village July 5, 1811

Cumaná Sucre State

CONSTITUTIONAL ANALYSIS

ABOUT TENANCY

OF THE LANDS

Members:

Sonia Cabello

Oswaldo Hernández

Elinor Díaz

Marbelis Cariaco

Raúl Marcano

Alejandro Aguilera

Section: 06
 Cumaná April 3, 2013.

INTRODUCTION

The struggle for land tenure, we have seen that during the
colonial period the middle and lower sectors played a leading role in a process
uninterrupted struggle to gain access to land against the claims
from the great landowners; the resistance of the inhabitants or occupants was
tenacious and constant, and persisted with all firmness at the start of the revolution: litigations
without resolution, expulsions, arbitrary actions, continued to be the order of the day. The

the claim for stays continued to be a demand

primordial. At the same time, we reiterate, the work of the sector was known in the campaign

progressive bureaucrats who were trying to modify the system of ownership of the
land through a greater distribution. On the other hand, Artigas gathered in his
certain elements that, viewed within this context, proved
keys: decided supporter of the anti-large estate line, the fact of having
lived for years with the social layers affected by the lack of
lands, and its effective action regarding this prior to the revolution provided him
before those, a very remarkable image of reliability and prestige: Artigas
represented, in terms of land, the culmination of previous efforts
furthermore, an advancement and, due to his personal characteristics and social status, the

that had greater chances of achieving concrete changes

 CONSTITUTIONAL ANALYSIS ON LAND TENURE
1811,1831, 1936 Y 1961

The process followed by the Venezuelan State to equip itself is important.

of the great laws that have historically shaped their ordering
constitutional. However, it was greatly influenced by constitutionalism
American and French received by their different constitutions since the
formation as a Republic (1811), in fundamental categories such as the
form of state, the system of government and the political regime, however, in
at that time the laws were made by a mantuan elite, which
they retained their privileges. They were the only ones with political rights and they retained

land ownership. In 1830, the Military Benefits Law is preserved, according to

which were distributed among the military all real estate and properties
that were confiscated from the royalists. Many military leaders and
civil speculators bought the assets from the military which brought about
consequence the confiscation of assets from many innocent people including
Creoles, increasing the latifundia.

The Constitution of 1936 was promulgated by General Eleazar López.

Contreras, after the death of Juan Vicente Gómez which marked the end of the
the longest dictatorship that has been known in the history of Venezuela; for 27
years Gómez held power and important events occurred during that time period
transformations in all areas in the country, the February Program of
1936, proclaimed by General López Contreras in the first months of his
mandate, established the foundations of an economic development project and
social for Venezuela. Thanks to oil, the financial capacity to aspire
to those broad objectives. However, land tenure remains
intact in the hands of the landowners. Many of whom increase their
wealth from selling or leasing their lands for oil exploitation. The
Venezuelan Constitution of 1961, approved during the presidency of Rómulo
Betancourt, Despite some initial advances achieved through the Law of
Agrarian Reform, more than 40 years later, the structure of land tenure of the
the land did not fundamentally change and agricultural development was not achieved

significant, nor was the quality of life of the population significantly improved
Peasant existence affects the poor population, the workers; but for
the colonized elites, for the local bourgeoises who only think about
profit, in fact there is no more agrarian problem because, apart from all
these highlighted problems, they still manage to make profits with the
agricultural production.

LAND REFORM LAW OF 1961 AND ITS IMPLICATIONS:

The Agrarian Reform Law was enacted on March 5, 1960.

during the presidency of Rómulo Betancourt. This document was the result of
a national consensus, in which sectors such as the Church participated and the
Communist Party of Venezuela, among others. A goal was pursued in
common: the equitable distribution of land. The main goals of the
Land reform in Venezuela consisted of: - The equitable distribution of land.
The proper organization of credit and comprehensive assistance for the
farm producers, so that the land may be a means for the man who
works, basis of your economic stability foundation, of your progressive
social welfare and guarantee of their freedom and dignity. Before the Reform
Agrarian, the land system that was used was known as
Latifundium, inherited from the colonial era and later institutionalized in the
republic. The main implications that prevented the triumph of this
The reforms were as follows: Monopoly in the management of the lands, these are
found in the hands of very few people • The inhabitants of the fields
and the workers of the lands were not owners of them, but rather had to
rent them to the owners and in other cases, serve as laborers in their
Haciendas • The working conditions were imposed by the owners of the
lands. The employees had no possibility to demand their payments and
working conditions• Land prices for leasing used to
be excessive and without controls, as it was set by the owner• The worker of
the land had no possibilities to save or gather money to become independent.
The workers could be evicted at any moment by the owners of
the lands. Due to the reasons mentioned above, agriculture lived
in permanent delay, with a large number of idle lands or at very low
production; as well as the producers and landowners, with their lands
mortgaged and in a state of ruin.

I particularly understand that humanism is a feeling that exalted dignity.

human, where the social formation, education, health, culture, the
art, sports, and where the human being is the beginning and the end of all processes and
policies that are developed in society. However, it is necessary to establish a
difference between humanism as a movement and humanism as an attitude. This
the last has always been present in different civilizations before the word
The term 'humanism' will be used in the Western world and will come to designate only that
related to art and culture, as framed by the old Venezuelan education
By dividing the baccalaureate into sciences and humanities. Humanism as an attitude is a
lifestyle for life, is the human condition that enables creation, the
innovation, understanding, and respect for others. Furthermore, it is the only guide for
contribute to the construction of the change that the global society demands and needs,
based on transforming our way of life, the way we relate to
our peers and the way to build a future. In contrast, humanism
as a current of thought reconsiders and renews faith in the human being because it possesses
important values capable of overcoming their own flaws. They also appreciate effort
in overcoming and in knowledge..Humanism is an act of education and
reunion of man with his essence; it consists of reflecting and ensuring that the
man should educate himself to be humane and not inhumane or barbaric, that is to say, outside of his
values and essence. It signifies a profound understanding of the human being, educated in
values, with intellectual characteristics that can be cultivated and increased, with
feelings, emotions, educational programs aligned with a social need and
human and physical needs of spirituality and sociability.

One of the problems that contributes to the loss of the human aspect of education.
the teacher provokes such a situation in the classroom, with traditionalist practices that
they annul the child learned in the Normal Education Centers, through attitudes
and behaviors such as authoritarianism, abuse of power, competition, the
individualism. It then becomes necessary to analyze the need for the true
education begins with humanizing the teachers, so that they can do the same with their
Students. A truly complicated task, but necessary and urgent is to educate and
humanize the teacher. With this idea, it is the opportunity to establish the reunion.
of the man with the same.

The humanistic approach in education is one that comes from psychology (also humanistic)
it has as its object of study the inner self of the person, their personality, areas of the person
to those that can only be accessed through introspection, unlike, for example, the approach
conductist who is concerned with the observable or the ecological who is concerned with the context of
learning. Its main proponents are Maslow (creator of the famous pyramid) and Rogers,
which understand that the overall objective of education, from this humanistic approach,
is to help each student discover their own personality and develop it to the fullest
fullness within an atmosphere of freedom, security, acceptance, and respect.