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{\phpg\posx3796\pvpg\posy4283\absw5268\absh941 \f10 \fs21 \cf0 \fi220 \f10 \fs21
\cf0 UNIVERSIDAD CATLICA ANDRS BELLO
\par}{\phpg\posx3796\pvpg\posy4283\absw5268\absh941 \sl-275 \f10 \fs21 \cf0
FACULTAD DE HUMANIDADES Y EDUCACIN
\par}{\phpg\posx3796\pvpg\posy4283\absw5268\absh941 \sl-275 \f10 \fs21 \cf0 \fi1139
ESCUELA DE EDUCACIN
MENCIN: PREESCOLAR \par
}
\cf0 EL RECICLAJE COMO INSTRUMENTO PARA LA
CONCIENTIZACIN DE LA CONSERVACIN DEL
AMBIENTE, EN EL PREESCOLAR "MI CASITA DE COLORES" \par
}
{\phpg\posx3482\pvpg\posy8441\absw6181\absh564 \f10 \fs21 \cf0 \fi1622 \f10
\fs21 \cf0 Trabajo de investigacin.
Ctedra: Investigacin Educativa. Educacin Preescolar. \par
}
\fs21 \cf0 Autoras:
Escobar Alejandra
Quintero Dayana
Serradas Doriana \par
}
{\phpg\posx2268\pvpg\posy12572\absw2974\absh196 \f10 \fs21 \cf0 \f10 \fs21 \cf0
Profesor gua: Marielba Gil. \par
}
Caracas, 12 de julio de 2006. \par
}
{\phpg\posx6343\pvpg\posy14905\absw165\absh196 \f10 \fs21 \cf0 \f10 \fs21 \cf0 1
\par
}
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}}\par}{\phpg\posx5714\pvpg\posy1762\absw1732\absh192 \f10 \fs21 \cf0 \f10 \fs21
\cf0 DEDICATORIA \par
}
{\phpg\posx2712\pvpg\posy2994\absw8780\absh570 \f10 \fs21 \cf0 \f10 \fs21 \cf0 A
Dios en primer lugar por permitirme nacer en un hogar que pudo brindarme las
oportunidades necesarias para surgir como una persona profesional. \par
}
mis padres por dejarme la mejor herencia del ser humano{\field{\*\fldinst SYMBOL
188 \\f Symbol }} los estudios. \par
}
{\phpg\posx2661\pvpg\posy5065\absw8775\absh567 \f10 \fs21 \cf0 \f10 \fs21 \cf0 A mi
hermana por brindarme su ayuda y apoyo durante el proyecto y a lo largo de
la carrera. \par
}
aquellos profesores que influyeron en m de alguna manera, tanto para la
seleccin del proyecto, como para otros aspectos de mi vida. \par
}
\cf0 A mis amigas Aleka y Dori por ser tan especiales y ser el mejor equipo de
trabajo
\par}{\phpg\posx2618\pvpg\posy7549\absw8880\absh941 \sl-412 \f10 \fs21 \cf0 que he
tenido, por aceptar compartir conmigo el reto que significaba el proyecto, a
Irene por ayudarme en muchas ocasiones de dificultad. \par
}
Dayana Quintero. \par
}
\par
}
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}
\fs21 \cf0 Este trabajo de investigacin quiero dedicrselo a mis padres,
por ser mi
principal fuente de apoyo. Por brindarme la posibilidad de estudiar en
esta
maravillosa universidad y poderme formar no slo como profesional en Educacin
Preescolar, si no como persona.
\fi7382 Los amo. \par
}
\fs21 \cf0 Tambin quiero dedicrselo a mi primita Isabela y a mi
abuelita Reina,
quienes no me pudieron acompaar hasta el final del camino, pero tengo la seguridad
\par}{\phpg\posx2267\pvpg\posy5341\absw9276\absh1313 \sl-415 \f10 \fs21 \cf0 que

desde el cielo me estn ayudando y guiando en cada paso que doy.
\fi5673 Dios las tenga en su gloria. \par
}
\cf0 Quiero dedicarle este trabajo a Dios, por acompaarme cuando ms lo
necesito. \par
}
Gracias Diosito. \par
}
\fs21 \cf0 Por ltimo quiero dedicrselo a mis dos compaeras y amigas Dory y Daya,

quienes desde un principio hasta el final me ayudaron, trabajamos juntas
como
equipo, nos apoyamos unas en otras, nos estresamos, nos contradijimos en
varias
ocasiones, pero pudimos llegar a acuerdos, gracias a que ramos tres. \par
}
{\phpg\posx4826\pvpg\posy11550\absw6451\absh567 \f10 \fs21 \cf0 \f10 \fs21 \cf0 Las
adoro y no s qu hubiera sido de m, si no hubisemos
tenido la oportunidad de realizar este trabajo juntas. \par
}
Alejandra Escobar. \par
}
\par
}
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}
Quiero dedicar este trabajo de investigacin a mis padres, que han sido el pilar de
mi
vida, por apoyarme en todo momento, los quiero mucho. \par
}
mis hermanos, por ayudarme y aguantarme cada noche que me qued en la
computadora trabajando, gracias, los quiero. \par
}
Dios por darme la oportunidad de vivir y por darme la familia que tengo. \par
}
Irene por aguantar mis malos humores en los momentos crticos, gracias. \par
}
{\phpg\posx3460\pvpg\posy6719\absw7976\absh693 \f10 \fs21 \cf0 \f10 \fs21 \cf0 Por
supuesto a Aleka y a Daya, por compartir conmigo en todo momento,
aguantarme, y cuidarme durante estos cinco aos de carrera.
Gracias por ser mis amigas. \par
}
{\phpg\posx5546\pvpg\posy8099\absw5506\absh196 \f10 \fs21 \cf0 \f10 \fs21 \cf0 En
fin, a todos los que disfrutan conmigo este xito. \par
}
{\phpg\posx8959\pvpg\posy8924\absw1694\absh196 \f10 \fs21 \cf0 \f10 \fs21 \cf0 Se
los dedico{\field{\*\fldinst SYMBOL 188 \\f Symbol }}. \par
}
Doriana Serradas. \par
}
\par
}
ffd8ffe000104a46494600010100000100010000ffdb004300010101010101010101010101010101010
10101010101010101010101010101010101010101010101010101010101010101010101010101010101
010101010101ffdb0043010101010101010101010101010101010101010101010101010101010101010
1010101010101010101010101010101010101010101010101010101010101010101ffc0001108031802
6403012200021101031101ffc4001f00000105010101010101000000000000000001020304050607080
90a0bffc400b5100002010303020403050504040000017d010203000411051221314106135161072271
14328191a1082342b1c11552d1f02433627282090a161718191a25262728292a3435363738393a43444
5464748494a535455565758595a636465666768696a737475767778797a838485868788898a92939495
0102030405060708090a0bffc400b511000201020404030407050404000102770001020311040521310
61241510761711322328108144291a1b1c109233352f0156272d10a162434e125f11718191a26272829
2a35363738393a434445464748494a535455565758595a636465666768696a737475767778797a82838
0028a28a0028a28a0028a28a0028a28a0028a28
28a0028a28a0028a28a0028a28a0028a28a0028a28a00ffd9
\cf0 AGRADECIMIENTOS \par
}
\fs21 \cf0 De corazn queremos agradecerle a la Profesora Marielba Gil, quin
confi en
nosotras y nos brind la oportunidad de realizar este trabajo de investigacin en
tro.
Quisiramos agradecerle todos los conocimientos que nos transmiti, y tenemos la
certeza de que podremos realizar en un futuro nuestras tesis de postgrado con
todos
\par}{\phpg\posx2267\pvpg\posy2857\absw9360\absh1686 \sl-415 \f10 \fs21 \cf0 los
aprendizajes que pudimos obtener en cada una de sus clases. \par
}
\fs21 \cf0 Le damos gracias por no dejarnos desfallecer desde un principio
con la
eleccin del tema, tambin por cada mircoles realizarnos las asesoras
convenientes,
\par}{\phpg\posx2267\pvpg\posy5341\absw9397\absh1313 \sl-415 \f10 \fs21 \cf0 ya que
nunca se nos acumul el trabajo y podamos ir investigando, ejecutando y
analizando con el tiempo necesario. \par
}
\fs21 \cf0 Admiramos su disposicin a ayudarnos en todo momento, por poner
a la
\par}{\phpg\posx2267\pvpg\posy7410\absw9255\absh1315 \sl-415 \f10 \fs21 \cf0 orden
su nmero telefnico y email. De verdad que no habamos tenido la experiencia
\par}{\phpg\posx2267\pvpg\posy7410\absw9255\absh1315 \sl-412 \f10 \fs21 \cf0 de
tener a una profesora tan abierta y tan dispuesta a ayudarnos cuando lo

necesitramos. \par
}
Profe Admiramos tanto su formacin profesional, como personal \par
}
\fs21 \cf0 Tambin queremos agradecer a todo el personal del preescolar "Mi
Casita De
Colores" por abrirnos la puerta y hacernos sentir como en casa. Nos sentimos muy
\par}{\phpg\posx2267\pvpg\posy10722\absw9371\absh1313 \sl-415 \f10 \fs21 \cf0 feliz
de haber escogido esta institucin para llevar a cabo nuestro trabajo de

investigacin, ya que pudimos obtener infinidad de aprendizajes. \par
}
Gracias por su apoyo \par
}
\par
}
ffd8ffe000104a46494600010100000100010000ffdb004300010101010101010101010101010101010
10101010101010101010101010101010101010101010101010101010101010101010101010101010101
010101010101ffdb0043010101010101010101010101010101010101010101010101010101010101010
1010101010101010101010101010101010101010101010101010101010101010101ffc0001108031802
6403012200021101031101ffc4001f00000105010101010101000000000000000001020304050607080
90a0bffc400b5100002010303020403050504040000017d010203000411051221314106135161072271
14328191a1082342b1c11552d1f02433627282090a161718191a25262728292a3435363738393a43444
5464748494a535455565758595a636465666768696a737475767778797a838485868788898a92939495
0102030405060708090a0bffc400b511000201020404030407050404000102770001020311040521310
61241510761711322328108144291a1b1c109233352f0156272d10a162434e125f11718191a26272829
2a35363738393a434445464748494a535455565758595a636465666768696a737475767778797a82838
0028a28a0028a28a0028a28a0028a28a0028a28
28a0028a28a0028a28a0028a28a0028a28a0028a28a00ffd9
\cf0 INDICE \par
}
DEDICATORIAS {\field{\*\fldinst SYMBOL 188 \\f Symbol }}{\field{\*\fldinst SYMBOL
188 \\f Symbol }}{\field{\*\fldinst SYMBOL 188 \\f Symbol }}{\field{\*\fldinst
SYMBOL 188 \\f Symbol }}{\field{\*\fldinst SYMBOL 188 \\f Symbol }}
{\field{\*\fldinst SYMBOL 188 \\f Symbol }}{\field{\*\fldinst SYMBOL 188 \\f Symbol
}}{\field{\*\fldinst SYMBOL 188 \\f Symbol }}{\field{\*\fldinst SYMBOL 188 \\f
Symbol }}{\field{\*\fldinst SYMBOL 188 \\f Symbol }}{\field{\*\fldinst SYMBOL
188 \\f Symbol }}{\field{\*\fldinst SYMBOL 188 \\f Symbol }}..{\field{\*\fldinst
{\field{\*\fldinst SYMBOL 188 \\f Symbol }}..
AGRADECIMIENTO {\field{\*\fldinst SYMBOL 188 \\f Symbol }}{\field{\*\fldinst SYMBOL
Symbol }}..{\field{\*\fldinst SYMBOL 188 \\f Symbol }}{\field{\*\fldinst SYMBOL 188
\\f Symbol }}{\field{\*\fldinst SYMBOL 188 \\f Symbol }}{\field{\*\fldinst SYMBOL
188 \\f Symbol }}..
\par}{\phpg\posx2267\pvpg\posy3961\absw8039\absh2058 \sl-415 \f10 \fs21 \cf0 NDICE
GENERAL{\field{\*\fldinst SYMBOL 188 \\f Symbol }}{\field{\*\fldinst SYMBOL 188 \\f
SYMBOL 188 \\f Symbol }}..
\par}{\phpg\posx2267\pvpg\posy3961\absw8039\absh2058 \sl-412 \f10 \fs21 \cf0 LISTA
DE GRFICOS{\field{\*\fldinst SYMBOL 188 \\f Symbol }}{\field{\*\fldinst SYMBOL 188
188 \\f Symbol }}{\field{\*\fldinst SYMBOL 188 \\f Symbol }}
RESUMEN{\field{\*\fldinst SYMBOL 188 \\f Symbol }}{\field{\*\fldinst SYMBOL 188 \\f
}}{\field{\*\fldinst SYMBOL 188 \\f Symbol }}..
INTRODUCCIN{\field{\*\fldinst SYMBOL 188 \\f Symbol }}{\field{\*\fldinst SYMBOL
}}. \par
}
{\phpg\posx10555\pvpg\posy3555\absw393\absh2428 \f10 \fs21 \cf0 \f10 \fs21 \cf0 pp.

i
iv
v
\par}{\phpg\posx10555\pvpg\posy3555\absw393\absh2428 \sl-412 \f10 \fs21 \cf0 viii
ix
1 \par
}
CAPITULOS
I. EL PROBLEMA \par
}
Planteamiento del Problema{\field{\*\fldinst SYMBOL 188 \\f Symbol }}
}}...
Justificacin del Problema{\field{\*\fldinst SYMBOL 188 \\f Symbol }}
}}{\field{\*\fldinst SYMBOL 188 \\f Symbol }}..
Alcances{\field{\*\fldinst SYMBOL 188 \\f Symbol }}{\field{\*\fldinst SYMBOL
188 \\f Symbol }}.
Posibles Limitaciones{\field{\*\fldinst SYMBOL 188 \\f Symbol }}{\field{\*\fldinst
SYMBOL 188 \\f Symbol }}.................
Objetivos de la Investigacin{\field{\*\fldinst SYMBOL 188 \\f Symbol }}
}}.. \par
}
\par}{\phpg\posx10763\pvpg\posy8110\absw165\absh1680 \sl-412 \f10 \fs21 \cf0 6
\par}{\phpg\posx10763\pvpg\posy8110\absw165\absh1680 \sl-412 \f10 \fs21 \cf0 8 \par
}
MARCO TERICO REFERENCIAL \par
}
Antecedentes de la Investigacin{\field{\*\fldinst SYMBOL 188 \\f Symbol }}
{\field{\*\fldinst SYMBOL 188 \\f Symbol }}
\par}{\phpg\posx2267\pvpg\posy11411\absw7965\absh570 \sl-415 \f10 \fs21 \cf0 Bases
Tericas{\field{\*\fldinst SYMBOL 188 \\f Symbol }}{\field{\*\fldinst SYMBOL
Symbol }} \par
}
{\phpg\posx2627\pvpg\posy12298\absw238\absh1351 \f40 \fs21 \cf0 {\f0\fs28
\bullet }\f40 \fs21 \cf0
{\f0\fs28 \bullet }
{\f0\fs28 \bullet }
{\f0\fs28 \bullet } \par
}
{\phpg\posx2987\pvpg\posy12255\absw7265\absh1360 \f10 \fs21 \cf0 \f10 \fs21 \cf0 La
Basura{\field{\*\fldinst SYMBOL 188 \\f Symbol }}{\field{\*\fldinst SYMBOL 188 \\f
\par}{\phpg\posx2987\pvpg\posy12255\absw7265\absh1360 \sl-431 \f10 \fs21 \cf0 La
Contaminacin{\field{\*\fldinst SYMBOL 188 \\f Symbol }}{\field{\*\fldinst SYMBOL
SYMBOL 188 \\f Symbol }}..
\par}{\phpg\posx2987\pvpg\posy12255\absw7265\absh1360 \sl-431 \f10 \fs21 \cf0 El
Reciclaje de Desechos{\field{\*\fldinst SYMBOL 188 \\f Symbol }}{\field{\*\fldinst
SYMBOL 188 \\f Symbol }}
Reciclaje de Papel{\field{\*\fldinst SYMBOL 188 \\f Symbol }}{\field{\*\fldinst
SYMBOL 188 \\f Symbol }}{\field{\*\fldinst SYMBOL 188 \\f Symbol }}... \par
}
\fs21 \cf0 9
\par
}
\par
}
ffd8ffe000104a46494600010100000100010000ffdb004300010101010101010101010101010101010
10101010101010101010101010101010101010101010101010101010101010101010101010101010101
010101010101ffdb0043010101010101010101010101010101010101010101010101010101010101010
1010101010101010101010101010101010101010101010101010101010101010101ffc0001108031802
6403012200021101031101ffc4001f00000105010101010101000000000000000001020304050607080
90a0bffc400b5100002010303020403050504040000017d010203000411051221314106135161072271
14328191a1082342b1c11552d1f02433627282090a161718191a25262728292a3435363738393a43444
5464748494a535455565758595a636465666768696a737475767778797a838485868788898a92939495
0102030405060708090a0bffc400b511000201020404030407050404000102770001020311040521310
61241510761711322328108144291a1b1c109233352f0156272d10a162434e125f11718191a26272829
2a35363738393a434445464748494a535455565758595a636465666768696a737475767778797a82838
0028a28a0028a28a0028a28a0028a28a0028a28
28a0028a28a0028a28a0028a28a0028a28a0028a28a00ffd9
}}\par}{\phpg\posx2627\pvpg\posy1812\absw238\absh1738 \f40 \fs21 \cf0 {\f0\fs28
{\f0\fs28 \bullet }
{\f0\fs28 \bullet }
{\f0\fs28 \bullet }
}
{\phpg\posx2987\pvpg\posy1770\absw7253\absh1747 \f10 \fs21 \cf0 \f10 \fs21 \cf0 El
Reciclaje de Plstico{\field{\*\fldinst SYMBOL 188 \\f Symbol }}{\field{\*\fldinst
SYMBOL 188 \\f Symbol }}...
Reciclaje de Vidrio{\field{\*\fldinst SYMBOL 188 \\f Symbol }}{\field{\*\fldinst
SYMBOL 188 \\f Symbol }}{\field{\*\fldinst SYMBOL 188 \\f Symbol }}.
Empresas de Venezuela encargadas del reciclaje{\field{\*\fldinst SYMBOL 188 \\f
Symbol }}..
\par}{\phpg\posx2987\pvpg\posy1770\absw7253\absh1747 \sl-431 \f10 \fs21 \cf0 Marco
poltico, filosfico y legal{\field{\*\fldinst SYMBOL 188 \\f Symbol }}
188 \\f Symbol }}{\field{\*\fldinst SYMBOL 188 \\f Symbol }}
reciclaje segn la educacin inicial{\field{\*\fldinst SYMBOL 188 \\f Symbol }}
Symbol }}{\field{\*\fldinst SYMBOL 188 \\f Symbol }} \par
}
\par
}
\fs21 \cf0 II. MARCO METODOLGICO
\par}{\phpg\posx2267\pvpg\posy4445\absw7987\absh2421 \sl-407 \f10 \fs21 \cf0 Marco
Epistemolgico{\field{\*\fldinst SYMBOL 188 \\f Symbol }}{\field{\*\fldinst SYMBOL
\par}{\phpg\posx2267\pvpg\posy4445\absw7987\absh2421 \sl-412 \f10 \fs21 \cf0 Tipo
de Investigacin{\field{\*\fldinst SYMBOL 188 \\f Symbol }}{\field{\*\fldinst
}}{\field{\*\fldinst SYMBOL 188 \\f Symbol }}.
\par}{\phpg\posx2267\pvpg\posy4445\absw7987\absh2421 \sl-415 \f10 \fs21 \cf0 Fases
de la Investigacin{\field{\*\fldinst SYMBOL 188 \\f Symbol }}{\field{\*\fldinst
}}.
Muestra de la Investigacin{\field{\*\fldinst SYMBOL 188 \\f Symbol }}
}}{\field{\*\fldinst SYMBOL 188 \\f Symbol }}
Tcnicas e instrumentos de Recoleccin de Datos{\field{\*\fldinst SYMBOL 188 \\f
188 \\f Symbol }}{\field{\*\fldinst SYMBOL 188 \\f Symbol }}.
Cronograma de Actividades{\field{\*\fldinst SYMBOL 188 \\f Symbol }}
}}{\field{\*\fldinst SYMBOL 188 \\f Symbol }} \par
}
\fs21 \cf0 32
34
35
36
36
37
\par
}
\cf0 IV. RESULTADOS
Anlisis de datos de la fase diagnstica{\field{\*\fldinst SYMBOL 188 \\f Symbol }}
188 \\f Symbol }}{\field{\*\fldinst SYMBOL 188 \\f Symbol }}..
Anlisis de datos de las encuestas realizadas a los padres{\field{\*\fldinst
188 \\f Symbol }}{\field{\*\fldinst SYMBOL 188 \\f Symbol }}....
Anlisis de datos de los registros descriptivos de la fase de
ejecucin{\field{\*\fldinst SYMBOL 188 \\f Symbol }}...{\field{\*\fldinst SYMBOL
SYMBOL 188 \\f Symbol }}{\field{\*\fldinst SYMBOL 188 \\f Symbol }} \par
}
\par}{\phpg\posx10643\pvpg\posy8170\absw316\absh937 \sl-415 \f10 \fs21 \cf0 62 \par
}
\cf0 V. CONCLUSINES Y RECOMENDACIONES
Conclusiones{\field{\*\fldinst SYMBOL 188 \\f Symbol }}{\field{\*\fldinst SYMBOL
Symbol }}...
Recomendaciones{\field{\*\fldinst SYMBOL 188 \\f Symbol }}{\field{\*\fldinst SYMBOL
}}... \par
}
66 \par
}
REFERENCIAS BIBLIOGRFICAS{\field{\*\fldinst SYMBOL 188 \\f Symbol }}
188 \\f Symbol }}....
ANEXOS
\par}{\phpg\posx2267\pvpg\posy11471\absw8020\absh2064 \sl-412 \f10 \fs21 \cf0 Anexo
1{\fs18 (Modelo}{\fs18 de}{\fs18 la}{\fs18 entrevista}{\fs18 realizada}{\fs18
a}{\fs18 los}{\fs18 docentes){\field{\*\fldinst SYMBOL 188 \\f Symbol }}
Symbol }}{\field{\*\fldinst SYMBOL 188 \\f Symbol }}... }
1.1{\fs18 (Categorizacin}{\fs18 de}{\fs18 la}{\fs18 entrevista}{\fs18
realizada}{\fs18 a}{\fs18 la}{\fs18 docente}{\fs18 del}{\fs18 grupo}{\fs18 #}
{\fs18 1){\field{\*\fldinst SYMBOL 188 \\f Symbol }}{\field{\*\fldinst SYMBOL
}} }
realizada}{\fs18 a}{\fs18 la}{\fs18 auxiliar}{\fs18 del}{\fs18 grupo}{\fs18
#}{\fs18 1){\field{\*\fldinst SYMBOL 188 \\f Symbol }}{\field{\*\fldinst SYMBOL
}} }
realizada}{\fs18 a}{\fs18 la}{\fs18 docente}{\fs18 del}{\fs18 grupo}{\fs18 #}
{\fs18 2){\field{\*\fldinst SYMBOL 188 \\f Symbol }}{\field{\*\fldinst SYMBOL
{\field{\*\fldinst SYMBOL 188 \\f Symbol }}.... }\par
}
\par
}
\par
}
\par
}
ffd8ffe000104a46494600010100000100010000ffdb004300010101010101010101010101010101010
10101010101010101010101010101010101010101010101010101010101010101010101010101010101
010101010101ffdb0043010101010101010101010101010101010101010101010101010101010101010
1010101010101010101010101010101010101010101010101010101010101010101ffc0001108031802
6403012200021101031101ffc4001f00000105010101010101000000000000000001020304050607080
90a0bffc400b5100002010303020403050504040000017d010203000411051221314106135161072271
14328191a1082342b1c11552d1f02433627282090a161718191a25262728292a3435363738393a43444
5464748494a535455565758595a636465666768696a737475767778797a838485868788898a92939495
0102030405060708090a0bffc400b511000201020404030407050404000102770001020311040521310
61241510761711322328108144291a1b1c109233352f0156272d10a162434e125f11718191a26272829
2a35363738393a434445464748494a535455565758595a636465666768696a737475767778797a82838
0028a28a0028a28a0028a28a0028a28a0028a28
28a0028a28a0028a28a0028a28a0028a28a0028a28a00ffd9
}}\par}{\phpg\posx2267\pvpg\posy1762\absw8182\absh2050 \f10 \fs21 \cf0 \f10
\fs21 \cf0 Anexo 1.4{\fs18 (Categorizacin}{\fs18 de}{\fs18 la}{\fs18
entrevista}{\fs18 realizada}{\fs18 a}{\fs18 la}{\fs18 docente}{\fs18 del}
{\fs18 grupo}{\fs18 #}{\fs18 3){\field{\*\fldinst SYMBOL 188 \\f Symbol }}
188 \\f Symbol }} }
2{\fs18 (Modelo}{\fs18 de}{\fs18 la}{\fs18 encuesta}{\fs18 realizada}{\fs18
a}{\fs18 los}{\fs18 padres){\field{\*\fldinst SYMBOL 188 \\f Symbol }}
}}{\field{\*\fldinst SYMBOL 188 \\f Symbol }}..{\field{\*\fldinst SYMBOL 188 \\f
188 \\f Symbol }}. }
3{\fs18 (Modelo}{\fs18 del}{\fs18 Registro}{\fs18 Descriptivo)
Symbol }}{\field{\*\fldinst SYMBOL 188 \\f Symbol }}.{\field{\*\fldinst SYMBOL
}}.... }
3.1 ({\fs18 Categorizacin}{\fs18 del}{\fs18 Registro}{\fs18 Descriptivo}{\fs18
del}{\fs18 grupo}{\fs18 #}{\fs18 1}{\fs18 en}{\fs18 la}{\fs18 fase}{\fs18
diagnstica){\field{\*\fldinst SYMBOL 188 \\f Symbol }}{\field{\*\fldinst SYMBOL
188 \\f Symbol }}{\field{\*\fldinst SYMBOL 188 \\f Symbol }}. }
188 \\f Symbol }}{\field{\*\fldinst SYMBOL 188 \\f Symbol }}. }
188 \\f Symbol }}{\field{\*\fldinst SYMBOL 188 \\f Symbol }}. }\par
}
\par
}
Anexo 3.4 ({\fs18 Categorizacin}{\fs18 del}{\fs18 Registro}{\fs18 Descriptivo}
{\fs18 del}{\fs18 grupo}{\fs18 #}{\fs18 1}{\fs18 en}{\fs18 la}{\fs18 fase}
{\fs18 ejecucin){\field{\*\fldinst SYMBOL 188 \\f Symbol }}{\field{\*\fldinst
{\field{\*\fldinst SYMBOL 188 \\f Symbol }}} 101
ejecucin){\field{\*\fldinst SYMBOL 188 \\f Symbol }}{\field{\*\fldinst SYMBOL
188 \\f Symbol }}{\field{\*\fldinst SYMBOL 188 \\f Symbol }}....} 103
3.6{\fs18 (Categorizacin}{\fs18 del}{\fs18 Registro}{\fs18 Descriptivo}{\fs18
ejecucin){\field{\*\fldinst SYMBOL 188 \\f Symbol }}{\field{\*\fldinst SYMBOL
SYMBOL 188 \\f Symbol }}.} 106 \par
}
\par
}
ffd8ffe000104a46494600010100000100010000ffdb004300010101010101010101010101010101010
10101010101010101010101010101010101010101010101010101010101010101010101010101010101
010101010101ffdb0043010101010101010101010101010101010101010101010101010101010101010
1010101010101010101010101010101010101010101010101010101010101010101ffc0001108031802
6403012200021101031101ffc4001f00000105010101010101000000000000000001020304050607080
90a0bffc400b5100002010303020403050504040000017d010203000411051221314106135161072271
14328191a1082342b1c11552d1f02433627282090a161718191a25262728292a3435363738393a43444
5464748494a535455565758595a636465666768696a737475767778797a838485868788898a92939495
0102030405060708090a0bffc400b511000201020404030407050404000102770001020311040521310
61241510761711322328108144291a1b1c109233352f0156272d10a162434e125f11718191a26272829
2a35363738393a434445464748494a535455565758595a636465666768696a737475767778797a82838
0028a28a0028a28a0028a28a0028a28a0028a28
28a0028a28a0028a28a0028a28a0028a28a0028a28a00ffd9
\cf0 LISTA DE GRFICOS \par
}
GRFICO \par
}
pp. \par
}
\par
}
PREGUNTA # 1 DE LA ENTREVISTA{\field{\*\fldinst SYMBOL 188 \\f Symbol }}
}}{\field{\*\fldinst SYMBOL 188 \\f Symbol }}..{\field{\*\fldinst SYMBOL 188 \\f
SYMBOL 188 \\f Symbol }}.......83 \par
}
\par
}
PREGUNTA # 2 DE LA ENTREVISTA{\field{\*\fldinst SYMBOL 188 \\f Symbol }}
}}..{\field{\*\fldinst SYMBOL 188 \\f Symbol }}{\field{\*\fldinst SYMBOL 188 \\f
SYMBOL 188 \\f Symbol }}{\field{\*\fldinst SYMBOL 188 \\f Symbol }}.. 85 \par
}
\par
}
PREGUNTA # 3 DE LA ENTREVISTA {\field{\*\fldinst SYMBOL 188 \\f Symbol }}
188 \\f Symbol }}.{\field{\*\fldinst SYMBOL 188 \\f Symbol }}{\field{\*\fldinst
SYMBOL 188 \\f Symbol }}........87 \par
}
\par
}
{\field{\*\fldinst SYMBOL 188 \\f Symbol }}...{\field{\*\fldinst SYMBOL 188 \\f
Symbol }}{\field{\*\fldinst SYMBOL 188 \\f Symbol }}..{\field{\*\fldinst SYMBOL 188
188 \\f Symbol }}.{\field{\*\fldinst SYMBOL 188 \\f Symbol }}.......89 \par
}
\par
}
188 \\f Symbol }}{\field{\*\fldinst SYMBOL 188 \\f Symbol }}.{\field{\*\fldinst
}
\par
}
}}{\field{\*\fldinst SYMBOL 188 \\f Symbol }}.{\field{\*\fldinst SYMBOL 188 \\f
}
\par
}
{\field{\*\fldinst SYMBOL 188 \\f Symbol }}.{\field{\*\fldinst SYMBOL 188 \\f
Symbol }}...{\field{\*\fldinst SYMBOL 188 \\f Symbol }}{\field{\*\fldinst SYMBOL
SYMBOL 188 \\f Symbol }}{\field{\*\fldinst SYMBOL 188 \\f Symbol }}.........95 \par
}
\par
}
ffd8ffe000104a46494600010100000100010000ffdb004300010101010101010101010101010101010
10101010101010101010101010101010101010101010101010101010101010101010101010101010101
010101010101ffdb0043010101010101010101010101010101010101010101010101010101010101010
1010101010101010101010101010101010101010101010101010101010101010101ffc0001108031802
6403012200021101031101ffc4001f00000105010101010101000000000000000001020304050607080
90a0bffc400b5100002010303020403050504040000017d010203000411051221314106135161072271
14328191a1082342b1c11552d1f02433627282090a161718191a25262728292a3435363738393a43444
5464748494a535455565758595a636465666768696a737475767778797a838485868788898a92939495
0102030405060708090a0bffc400b511000201020404030407050404000102770001020311040521310
61241510761711322328108144291a1b1c109233352f0156272d10a162434e125f11718191a26272829
2a35363738393a434445464748494a535455565758595a636465666768696a737475767778797a82838
0028a28a0028a28a0028a28a0028a28a0028a28
28a0028a28a0028a28a0028a28a0028a28a0028a28a00ffd9
\fs17 \cf0 UNIVERSIDAD CATLICA ANDRS BELLO
Facultad de Humanidades y Educacin
Escuela de Educacin
Departamento de Preescolar
\par}{\phpg\posx2267\pvpg\posy1973\absw9045\absh8647 \sl-230 \f10 \fs17 \cf0 Quinto
Ao "Matutino"
Ctedra: Investigacin Educativa
Profesora: Marielba Gil
\par}{\phpg\posx2267\pvpg\posy1973\absw9045\absh8647 \sl-231 \par\f10 \fs17 \cf0
\fi472 EL RECICLAJE COMO INSTRUMENTO PARA LA CONCIENTIZACIN DE LA
CONSERVACIN DEL MEDIO AMBIENTE, EN EL PREESCOLAR "MI CASITA DE
\fi3571 COLORES".
\fi7584 Autoras:
\fi6787 Escobar Alejandra
\fi6900 Quintero Dayana
\fi6888 Serradas Doriana
\fi7380 Julio, 2006
\fi3657 RESUMEN
El objetivo de este trabajo de investigacin es fomentar el desarrollo de una
conciencia ecolgica
\par}{\phpg\posx2267\pvpg\posy1973\absw9045\absh8647 \sl-230 \f10 \fs17 \cf0 sobre
la conservacin del medio ambiente en los nios de 3 a 6 aos, padres y docentes
del Preescolar
\par}{\phpg\posx2267\pvpg\posy1973\absw9045\absh8647 \sl-230 \f10 \fs17 \cf0 "Mi
Casita de Colores", utilizando como instrumento el reciclaje. Se diagnostic la
situacin inicial y
\par}{\phpg\posx2267\pvpg\posy1973\absw9045\absh8647 \sl-230 \f10 \fs17 \cf0 se
propuso elaborar un plan de accin, en el cual todos participaran recolectando
materiales reciclables
\par}{\phpg\posx2267\pvpg\posy1973\absw9045\absh8647 \sl-230 \f10 \fs17 \cf0 y
elaborando recursos didcticos que pudieran ser utilizados en el aula, para luego
verificar la eficacia
\par}{\phpg\posx2267\pvpg\posy1973\absw9045\absh8647 \sl-230 \f10 \fs17 \cf0 y la
validez de la concientizacin. Este trabajo de investigacin est
sustentado por la teora de
Bronfenbrenner, por La Ley Orgnica de Educacin (1980), en los artculos 17, 73,
74, tambin por La
\par}{\phpg\posx2267\pvpg\posy1973\absw9045\absh8647 \sl-230 \f10 \fs17 \cf0 Ley
Orgnica para la Proteccin del Nio y el Adolescente (2000), en sus artculos 31 y
55. Adems
\par}{\phpg\posx2267\pvpg\posy1973\absw9045\absh8647 \sl-230 \f10 \fs17 \cf0 por el
Currculo de Educacin Inicial. El diseo del presente trabajo se enmarca en la
metodologa
cualitativa investigacin accin, la cual se basa en cuestiones de mejora y cambio
social. Se utilizaron
diversas tcnicas e instrumentos para la recopilacin de la informacin:
registros descriptivos,
entrevistas y encuestas. En la fase diagnstica se realizaron diversas
observaciones, donde se pudo
\par}{\phpg\posx2267\pvpg\posy1973\absw9045\absh8647 \sl-227 \f10 \fs17 \cf0 notar
el tipo de material que utilizaban tanto las maestras como los nios. Se tuvo la
oportunidad de
realizarle entrevistas a las docentes de las aulas y de realizarles encuestas a los
padres. Durante la fase
intervencin se pudieron realizar distintas actividades tanto con las docentes como
con los nios, las
\par}{\phpg\posx2267\pvpg\posy1973\absw9045\absh8647 \sl-230 \f10 \fs17 \cf0 cuales
perseguan el objetivo de la concientizacin, y requeran de la intervencin de los
padres. Por
\par}{\phpg\posx2267\pvpg\posy1973\absw9045\absh8647 \sl-230 \f10 \fs17 \cf0 ltimo
a travs de la ejecucin de este proyecto se pudo observar mediante las encuestas
realizadas a
padres que stos tienen un concepto acertado acerca de lo que es el reciclaje, a
pesar de que no
\par}{\phpg\posx2267\pvpg\posy1973\absw9045\absh8647 \sl-230 \f10 \fs17 \cf0 todos
lo practican; pero demuestran la disposicin para fomentar este hbito en sus
hijos. La mayora
\par}{\phpg\posx2267\pvpg\posy1973\absw9045\absh8647 \sl-230 \f10 \fs17 \cf0 de las
docentes tienen una idea clara de lo que es reciclaje, ms sin embargo sera
pertinente que se
especialicen ms en el tema, para que se les facilite la reutilizacin
de material de desecho en la
elaboracin de recursos didcticos, de manera que sensibilicen y
conciencien a sus alumnos. En
relacin a los nios, durante las actividades aplicadas, se puedo
observar que stos necesitan un
incentivo diario, de manera que la conducta de reciclar perdure. Tambin es
necesario que las docentes \par
}
propicien momentos durante la jornada, donde puedan incorporar
reciclables. \par
}
actividades con materiales \par
}
\fs17 \cf0 Se logr llegar a la conclusin que es importante y necesario
que desde la temprana edad se
promueva el hbito de reciclar, de modo que en la edad adulta permanezca como una
costumbre; y las
futuras generaciones puedan gozar de una mejor calidad de vida.
{\ul P}{\ul a}{\ul l}{\ul a}{\ul b}{\ul r}{\ul a}{\ul s} {\ul }{\ul c}{\ul l}{\ul
a}{\ul v}{\ul e}{\ul s}: Conservacin ambiental, Reciclaje, Conciencia
ecolgica, Sensibilizacin,
Basura. \par
}
10 \par
}
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10101010101010101010101010101010101010101010101010101010101010101010101010101010101
010101010101ffdb0043010101010101010101010101010101010101010101010101010101010101010
1010101010101010101010101010101010101010101010101010101010101010101ffc0001108031802
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90a0bffc400b5100002010303020403050504040000017d010203000411051221314106135161072271
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0102030405060708090a0bffc400b511000201020404030407050404000102770001020311040521310
61241510761711322328108144291a1b1c109233352f0156272d10a162434e125f11718191a26272829
2a35363738393a434445464748494a535455565758595a636465666768696a737475767778797a82838
0028a28a0028a28a0028a28a0028a28a0028a28
28a0028a28a0028a28a0028a28a0028a28a0028a28a00ffd9
\cf0 INTRODUCCIN \par
}
\fs21 \cf0 El presente trabajo de investigacin est conformado por cinco
captulos. En el
captulo uno se presenta diversos aspectos que facilitan el conocimiento del tema.
Primeramente se presenta el planteamiento del problema, donde se hace referencia a
conceptos claves como por ejemplo: basura, contaminacin, conservacin y se hace
nfasis en el concepto de reciclaje, como medio para el aprovechamiento
y
reutilizacin de los desechos. Luego se plantea la justificacin del trabajo, donde
se
\par}{\phpg\posx2267\pvpg\posy2994\absw9528\absh9883 \sl-412 \f10 \fs21 \cf0 seala
la importancia de la escogencia de este tema, adems de indicar las razones
\par}{\phpg\posx2267\pvpg\posy2994\absw9528\absh9883 \sl-415 \f10 \fs21 \cf0 por
las cuales fue escogido el preescolar "Mi Casita De Colores". Seguidamente se
mencionan los alcances o lo que se desea lograr con la elaboracin de este trabajo
y
\par}{\phpg\posx2267\pvpg\posy2994\absw9528\absh9883 \sl-415 \f10 \fs21 \cf0 las
posibles limitaciones que puedan obstaculizar el cumplimiento de las metas

propuestas. Por ltimo se plantea el objetivo general y los objetivos especficos
que
quieren obtener con este trabajo de investigacin.
En el captulo dos se plantean los antecedentes de la investigacin,
donde se
muestran otras investigaciones realizadas anteriormente relacionadas
con este
proyecto, las cuales sustentan este trabajo. Luego se presentan los
antecedentes
histricos, donde se hace una resea de las distintas formas de reciclar, en
pases
\par}{\phpg\posx2267\pvpg\posy2994\absw9528\absh9883 \sl-415 \f10 \fs21 \cf0 como:
Estados Unidos, Espaa, Italia, Holanda, Venezuela, entre otros. Seguidamente
describen las bases tericas, donde se hace referencia a conceptos importantes,
\par}{\phpg\posx2267\pvpg\posy2994\absw9528\absh9883 \sl-415 \f10 \fs21 \cf0 como
por ejemplo: reciclaje, los tipos y las empresas encargadas de dicho proceso en
Venezuela. Tambin se presentan diversas leyes y artculos que apoyan y sustentan
\par}{\phpg\posx2267\pvpg\posy2994\absw9528\absh9883 \sl-415 \f10 \fs21 \cf0 este
trabajo de investigacin. Por ltimo se mencionan los fundamentos que sugiere
\par}{\phpg\posx2267\pvpg\posy2994\absw9528\absh9883 \sl-412 \f10 \fs21 \cf0 el
currculo de educacin inicial sobre las condiciones del entorno social y cultural
debe rodear a un nio o una nia entre 0 a 6 aos de edad.
En el captulo tres se explica el tipo de metodologa y el de investigacin que
respalda este trabajo, donde se justifica su escogencia. Tambin se analizan sus
fases,
cuales permiten el desarrollo de las actividades y o acciones que se
desean
implementar. Del mismo modo se describe la poblacin con la que se llevar a
cabo \par
}
11 \par
}
ffd8ffe000104a46494600010100000100010000ffdb004300010101010101010101010101010101010
10101010101010101010101010101010101010101010101010101010101010101010101010101010101
010101010101ffdb0043010101010101010101010101010101010101010101010101010101010101010
1010101010101010101010101010101010101010101010101010101010101010101ffc0001108031802
6403012200021101031101ffc4001f00000105010101010101000000000000000001020304050607080
90a0bffc400b5100002010303020403050504040000017d010203000411051221314106135161072271
14328191a1082342b1c11552d1f02433627282090a161718191a25262728292a3435363738393a43444
5464748494a535455565758595a636465666768696a737475767778797a838485868788898a92939495
0102030405060708090a0bffc400b511000201020404030407050404000102770001020311040521310
61241510761711322328108144291a1b1c109233352f0156272d10a162434e125f11718191a26272829
2a35363738393a434445464748494a535455565758595a636465666768696a737475767778797a82838
0028a28a0028a28a0028a28a0028a28a0028a28
28a0028a28a0028a28a0028a28a0028a28a0028a28a00ffd9
\fs21 \cf0 la ejecucin del proyecto, y las tcnicas e instrumentos
utilizados para recopilar
los datos que sean relevantes, de modo que se puedan planificar las actividades
\par}{\phpg\posx2267\pvpg\posy1753\absw9482\absh5039 \sl-415 \f10 \fs21 \cf0 a
travs de un cronograma especfico.
En el captulo cuatro se expone el anlisis de datos, es decir, las conclusiones
que
obtuvieron, a travs de la aplicacin de una serie de instrumentos y tcnicas de
evaluacin, como: entrevistas, encuestas y registros descriptivos. Las
entrevistas
\par}{\phpg\posx2267\pvpg\posy1753\absw9482\absh5039 \sl-415 \f10 \fs21 \cf0 fueron
realizadas a las docentes de cada aula; las encuestas aplicadas a los padres o
representantes de los nios y los registros se efectuaron en base a las
observaciones
conductas de los nios durante las actividades realizadas.
Para finalizar se presenta el captulo cinco, conformado por las
conclusiones
generales del proyecto de investigacin y las recomendaciones que se consideran
pertinentes realizar tanto a los docentes y padres que conforman la
institucin
educativa, como a los posibles estudiantes o investigadores que deseen basarse en
\par}{\phpg\posx2267\pvpg\posy1753\absw9482\absh5039 \sl-412 \f10 \fs21 \cf0 esta
investigacin, para futuros trabajos. \par
}
12 \par
}
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010101010101ffdb0043010101010101010101010101010101010101010101010101010101010101010
1010101010101010101010101010101010101010101010101010101010101010101ffc0001108031802
6403012200021101031101ffc4001f00000105010101010101000000000000000001020304050607080
90a0bffc400b5100002010303020403050504040000017d010203000411051221314106135161072271
14328191a1082342b1c11552d1f02433627282090a161718191a25262728292a3435363738393a43444
5464748494a535455565758595a636465666768696a737475767778797a838485868788898a92939495
0102030405060708090a0bffc400b511000201020404030407050404000102770001020311040521310
61241510761711322328108144291a1b1c109233352f0156272d10a162434e125f11718191a26272829
2a35363738393a434445464748494a535455565758595a636465666768696a737475767778797a82838
0028a28a0028a28a0028a28a0028a28a0028a28
28a0028a28a0028a28a0028a28a0028a28a0028a28a00ffd9
}}\par}{\phpg\posx4598\pvpg\posy2871\absw4147\absh693 \f10 \fs21 \cf0 \fi1363
\f10 \fs21 \cf0 CAPTULO I
PLANTEAMIENTO DEL PROBLEMA \par
}
\fs21 \cf0 En el siguiente captulo se presentarn diversos aspectos que ayudarn
al lector
introducirse en este proyecto de investigacin. Primeramente se realizar
el
planteamiento del problema, donde se har referencia sobre conceptos claves acerca
\par}{\phpg\posx2267\pvpg\posy4532\absw9449\absh7780 \sl-412 \f10 \fs21 \cf0 del
reciclaje como instrumento para la concienciacin de la conservacin del
ambiente. Luego se plantea la justificacin del trabajo, donde se narra la
importancia
llevar a cabo este trabajo de investigacin y las razones por las cuales fue
escogido
preescolar "Mi Casita De Colores". Seguidamente se har referencia a
los
alcances, es decir, lo que se pretende lograr con este trabajo y las
posibles
limitaciones que se pueden presentar durante la ejecucin del mismo. Por ltimo se
plantea el objetivo general y los objetivos especficos que se pretenden alcanzar
con
trabajo de investigacin.
\fi540 La basura es el mayor problema ambiental de Venezuela. En el pas se
producen
\par}{\phpg\posx2267\pvpg\posy4532\absw9449\absh7780 \sl-415 \f10 \fs21 \cf0 18.600
toneladas de desperdicios por da y en Caracas cada ciudadano genera un kilo
sucio diario. ({\fs17 {\ul w}{\ul w}{\ul w}{\ul .}{\ul v}{\ul i}{\ul t}{\ul a}{\ul
l}{\ul i}{\ul s}{\ul .}{\ul n}{\ul e}{\ul t}{\ul /}{\ul a}{\ul c}{\ul t}{\ul u}{\ul
a}{\ul l}{\ul i}{\ul d}{\ul a}{\ul d}) }
\fi540 El pas est lleno de basura; quienes viven en las ciudades ms
habitadas
\par}{\phpg\posx2267\pvpg\posy4532\absw9449\absh7780 \sl-415 \f10 \fs21 \cf0 pueden
verla amontonada en las aceras y los que circulan por las carreteras hacia el
interior de la Repblica pueden verla en montaas plagadas de zamuros. Lo que trae
consecuencia la contaminacin del ambiente, la cual pone en peligro la salud de
seres humanos, produce daos en las plantas y los animales, afecta la calidad de
\par}{\phpg\posx2267\pvpg\posy4532\absw9449\absh7780 \sl-415 \f10 \fs21 \cf0 vida,
reduce la visibilidad y produce olores desagradables. \par
}
13 \par
}
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10101010101010101010101010101010101010101010101010101010101010101010101010101010101
010101010101ffdb0043010101010101010101010101010101010101010101010101010101010101010
1010101010101010101010101010101010101010101010101010101010101010101ffc0001108031802
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2a35363738393a434445464748494a535455565758595a636465666768696a737475767778797a82838
0028a28a0028a28a0028a28a0028a28a0028a28
28a0028a28a0028a28a0028a28a0028a28a0028a28a00ffd9
}}\par}{\phpg\posx2267\pvpg\posy1753\absw9572\absh10903 \f10 \fs21 \cf0 \fi540 \f10
\fs21 \cf0 Es importante sealar que el ciudadano comn puede llevar a cabo
acciones que
tiendan a disminuir esos montones de basura y lo puede lograr si se toma en cuenta
80% de las 18.600 toneladas de desperdicios que se generan en Venezuela son
aprovechables, esto significa que muchos objetos que se consideran desechos pueden
reciclarse o rehusarse. La solucin al problema de los desechos es el reciclaje.
\par}{\phpg\posx2267\pvpg\posy1753\absw9572\absh10903 \sl-266 \par\f10 \fs21
\cf0 \fi540 Reciclar es cualquier proceso donde los residuos o materiales de
desperdicio
\par}{\phpg\posx2267\pvpg\posy1753\absw9572\absh10903 \sl-415 \f10 \fs21 \cf0 son
recolectados y transformados en nuevos materiales que pueden ser utilizados o
vendidos como nuevos productos o materias primas.
\cf0 \fi540 En realidad, el reciclaje se realiza por voluntad de algunas
empresas que se
benefician directamente del material que vuelven a procesar. La idea de
la
recoleccin de basura, casa por casa, segn el tipo de desecho, no se practica en
este
\par}{\phpg\posx2267\pvpg\posy1753\absw9572\absh10903 \sl-412 \f10 \fs21 \cf0 pas
y tampoco existen planes estadales.
\cf0 \fi540 El reciclar puede salvar grandes cantidades de recursos naturales no
renovables
cuando en los procesos de produccin se utilizan materiales reciclados. Los
recursos
\par}{\phpg\posx2267\pvpg\posy1753\absw9572\absh10903 \sl-415 \f10 \fs21 \cf0 no
renovables, como los rboles, tambin pueden ser salvados. La utilizacin
de
productos reciclados disminuye el consumo de energa.
\cf0 \fi539 En el aspecto financiero, se puede decir que el reciclaje
genera muchos
empleos. Se necesita una gran fuerza laboral para recolectar los materiales aptos
para
reciclaje y para su clasificacin, es decir, que un buen proceso de reciclaje es
capaz
generar ingresos.
\cf0 \fi539 Venezuela no incentiva el reciclaje. En el pas no existe un plan
nacional que
articule todos los esfuerzos pblicos y privados para resolver muchos de
los
problemas creados por la inadecuada generacin y tratamiento de la
basura, que
contemple suficientes incentivos para hacer esta actividad atractiva y rentable,
sin
mencionar sus incalculables beneficios ambientales.
\cf0 \fi542 Los problemas sociales relacionados con el reciclaje no se solucionan
solamente
\par}{\phpg\posx2267\pvpg\posy1753\absw9572\absh10903 \sl-412 \f10 \fs21 \cf0 con
la educacin. Las sociedades tienden a resistirse a los cambios. El
ciclo
tradicional de adquirir - consumir - desechar es muy difcil de romper. Reciclar en
la \par
}
14 \par
}
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2a35363738393a434445464748494a535455565758595a636465666768696a737475767778797a82838
0028a28a0028a28a0028a28a0028a28a0028a28
28a0028a28a0028a28a0028a28a0028a28a0028a28a00ffd9
\fs21 \cf0 oficina o en el hogar requiere de un esfuerzo extra para
separar los materiales.
Siempre parecer ms conveniente el hbito de arrojar todo en un mismo envase.
\cf0 \fi540 Uno de los principales obstculos que tiene el pas, para lograr un
buen manejo
residuos, es la cultura, pues, en principio, los hbitos de consumo son psimos, ya

el venezolano tiene la costumbre de arrojar todos los desperdicios en un slo
envase, adems de preferir botar algo que se le ha echado a perder, en
vez de
repararlo. Es importante que las personas tengan en cuenta que la basura es una de

grandes causas de enfermedades en nuestro pas, ya que no es utilizada
o
procesada de la mejor manera; por esta razn se debe utilizar el reciclaje como
medio
\par}{\phpg\posx2267\pvpg\posy1753\absw9460\absh11058 \sl-412 \f10 \fs21 \cf0 para
aprovechar los desperdicios que da a da se desechan.
\cf0 \fi540 Si se quiere lograr que en un futuro disminuya el porcentaje de la
basura que no
\par}{\phpg\posx2267\pvpg\posy1753\absw9460\absh11058 \sl-412 \f10 \fs21 \cf0 es
aprovechada o reciclada, los adultos, tomando en cuenta que los nios son fieles
imitadores, deben convertirse en modelos, de manera que se convierta en
una
actividad de rutina diaria, tanto para ellos como para los nios, quienes a su vez
sern
encargados de fomentar este hbito en futuras generaciones.
\cf0 \fi540 Debido a todas estas razones se considera necesario indagar e
investigar sobre
conocimientos que tiene la poblacin del preescolar "Mi Casita de
Colores"
ubicado en la parroquia San Juan, acerca del reciclaje, de modo que se pueda crear
\par}{\phpg\posx2267\pvpg\posy1753\absw9460\absh11058 \sl-412 \f10 \fs21 \cf0 una
cultura del reciclaje, donde tanto los nios, las docentes y los
representantes
puedan darse cuenta de su importancia, conozcan las maneras de llevarlo a cabo, los

materiales que pueden ser reutilizados, las empresas encargadas de dicho proceso y
beneficios que proporciona, haciendo un nfasis especial en los nios, ya que son
promotores del cambio de las generaciones futuras.
\cf0 \fi540 A su vez segn la respuesta que se obtenga de la investigacin se
propondr un
\par}{\phpg\posx2267\pvpg\posy1753\absw9460\absh11058 \sl-412 \f10 \fs21 \cf0 plan
de concienciacin sobre los beneficios que genera el reciclaje como por ejemplo:
incentivar en los nios y adultos sobre la importancia de reciclar los
desperdicios de
\par}{\phpg\posx2267\pvpg\posy1753\absw9460\absh11058 \sl-412 \f10 \fs21 \cf0 cada
da para contribuir a la necesidad que tiene el pas de mejorar la calidad de vida
los seres humanos, animales y plantas; y adems el aprovechamiento de
materiales y recursos con finalidades pedaggicas. \par
}
15 \par
}
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5464748494a535455565758595a636465666768696a737475767778797a838485868788898a92939495
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61241510761711322328108144291a1b1c109233352f0156272d10a162434e125f11718191a26272829
2a35363738393a434445464748494a535455565758595a636465666768696a737475767778797a82838
0028a28a0028a28a0028a28a0028a28a0028a28
28a0028a28a0028a28a0028a28a0028a28a0028a28a00ffd9
\f10 \fs21 \cf0 La conciencia juega un papel muy importante en este proceso, ya que
el hecho
\par}{\phpg\posx2267\pvpg\posy1753\absw9375\absh1686 \sl-412 \f10 \fs21 \cf0 de no
colocar la basura en el lugar adecuado perjudica en general a toda la sociedad y
\par}{\phpg\posx2267\pvpg\posy1753\absw9375\absh1686 \sl-415 \f10 \fs21 \cf0 al
ambiente en su totalidad, es decir, el ser humano es el responsable principal de su
\par}{\phpg\posx2267\pvpg\posy1753\absw9375\absh1686 \sl-412 \f10 \fs21 \cf0 propia

destruccin. l ser el encargado de que se empeoren o se mejoren las
condiciones del medio ambiente, segn su comportamiento. \par
}
Justificacin
Este trabajo de investigacin es de suma importancia, debido a que la
poblacin que habita en Venezuela no acta movida por la conciencia ecolgica, es
\par}{\phpg\posx2267\pvpg\posy4246\absw9458\absh8757 \sl-412 \f10 \fs21 \cf0 decir,
no se le da importancia a la conservacin del ambiente, un ejemplo de esto es
\par}{\phpg\posx2267\pvpg\posy4246\absw9458\absh8757 \sl-415 \f10 \fs21 \cf0 que, a
pesar de las condiciones en que se encuentran las calles del pas an no se ha
logrado sensibilizar a los ciudadanos sobre las consecuencias que esto podra
generar.
Dentro de las consecuencias ms crticas se encuentra la generacin de
enfermedades, la saturacin de basura, disminucin de la calidad de vida, entre
otras.
Una de las formas de llevar a cabo la conservacin es a travs del reciclaje, ya
\par}{\phpg\posx2267\pvpg\posy4246\absw9458\absh8757 \sl-412 \f10 \fs21 \cf0 que,
permite reutilizar materiales de uso cotidiano (los cuales por lo general seran
desechados), para la elaboracin de nuevos recursos.
Este trabajo de investigacin surge en base a una actividad realizada en julio
ao 2005, asignada por la Profesora Nieves Oliva en la materia
Planificacin
Educativa, donde se pudo observar que en el preescolar "Mi Casita de
Colores"
ubicado en la Parroquia San Juan, una maestra tom de la basura todos los envases
de
cartn, para elaborar materiales didcticos sobre los medios de transporte.
Pudiendo
\par}{\phpg\posx2267\pvpg\posy4246\absw9458\absh8757 \sl-412 \f10 \fs21 \cf0 notar
que no clasifican los desperdicios, por lo que se les dificulta a la
hora de
necesitarlos para la ejecucin de cualquier actividad.
Se pudo apreciar que los nios realizaban la mayora de los trabajos en hojas y
simplemente si no les gustaba como les estaba quedando la actividad, rompan o
botaban la hoja. Lo que demuestra que no se les ha enseado a aprovecharlas, para
la
realizacin de otras actividades.
Es importante destacar que el ser humano tiene la capacidad de adquirir
\par}{\phpg\posx2267\pvpg\posy4246\absw9458\absh8757 \sl-415 \f10 \fs21 \cf0 gran
cantidad de conocimientos, en especial en la infancia temprana. Por esta razn
se \par
}
16 \par
}
ffd8ffe000104a46494600010100000100010000ffdb004300010101010101010101010101010101010
10101010101010101010101010101010101010101010101010101010101010101010101010101010101
010101010101ffdb0043010101010101010101010101010101010101010101010101010101010101010
1010101010101010101010101010101010101010101010101010101010101010101ffc0001108031802
6403012200021101031101ffc4001f00000105010101010101000000000000000001020304050607080
90a0bffc400b5100002010303020403050504040000017d010203000411051221314106135161072271
14328191a1082342b1c11552d1f02433627282090a161718191a25262728292a3435363738393a43444
5464748494a535455565758595a636465666768696a737475767778797a838485868788898a92939495
0102030405060708090a0bffc400b511000201020404030407050404000102770001020311040521310
61241510761711322328108144291a1b1c109233352f0156272d10a162434e125f11718191a26272829
2a35363738393a434445464748494a535455565758595a636465666768696a737475767778797a82838
0028a28a0028a28a0028a28a0028a28a0028a28
28a0028a28a0028a28a0028a28a0028a28a0028a28a00ffd9
\fs21 \cf0 dice que es la mejor edad para inculcar hbitos y valores que le
permitan tener una
\par}{\phpg\posx2267\pvpg\posy1753\absw9401\absh3548 \sl-412 \f10 \fs21 \cf0 mejor
calidad de vida.
Por esta razn el trabajo de investigacin se llevar a cabo en dicha
institucin, donde se trabajar con los nios de 3 a 6 aos, pues se considera que
a
\par}{\phpg\posx2267\pvpg\posy1753\absw9401\absh3548 \sl-415 \f10 \fs21 \cf0 esta
edad tienen la capacidad de adquirir gran cantidad de conocimientos, y por ende,
ideal para inculcar hbitos y valores que le permitan tener una mejor calidad de
\par}{\phpg\posx2267\pvpg\posy1753\absw9401\absh3548 \sl-415 \f10 \fs21 \cf0 vida.
En el proceso se involucrarn a las docentes y representantes, para los nios se
conviertan en modelos a seguir y se genere un cambio de actitud en ellos con
respecto
reciclaje, de modo que con el pasar del tiempo se conviertan en adultos

comprometidos en la preservacin del medio que los rodea. \par
}
Alcances
Con el trabajo de investigacin se pretende generar una conciencia ecolgica
\par}{\phpg\posx2267\pvpg\posy6315\absw9324\absh3914 \sl-412 \f10 \fs21 \cf0 en la
poblacin del preescolar "Mi Casita de Colores", la cual perdure en la actitud y
\par}{\phpg\posx2267\pvpg\posy6315\absw9324\absh3914 \sl-415 \f10 \fs21 \cf0 vida
diaria de toda la poblacin con la que se va a trabajar.
Se pretende lograr que tanto los maestros como los padres y representantes
\par}{\phpg\posx2267\pvpg\posy6315\absw9324\absh3914 \sl-415 \f10 \fs21 \cf0 sirvan
de modelos a seguir para los nios en el plan de reciclaje, de modo que se
contribuya con la conservacin del ambiente, por medio de la recoleccin
de los
materiales de desecho.
Tambin se pretende ofrecer a los docentes del preescolar diferentes tcnicas
el aprovechamiento de material reciclable y la realizacin de recursos didcticos
trabajar con los nios. \par
}
Posibles limitaciones \par
}
{\phpg\posx2625\pvpg\posy12102\absw8986\absh1686 \f10 \fs21 \cf0 \f10 \fs21 \cf0 1.
El tiempo podra constituir un obstculo para la elaboracin del proyecto de
investigacin, ya que ste es indispensable para realizar buenas observaciones.
\par}{\phpg\posx2625\pvpg\posy12102\absw8986\absh1686 \sl-415 \f10 \fs21 \cf0 2. La
participacin y colaboracin de las docentes y representantes del preescolar
Casita de Colores" podran ser una limitacin para llevar a cabo la
investigacin, ya que stas son fundamentales para la ejecucin del mismo. \par
}
17 \par
}
ffd8ffe000104a46494600010100000100010000ffdb004300010101010101010101010101010101010
10101010101010101010101010101010101010101010101010101010101010101010101010101010101
010101010101ffdb0043010101010101010101010101010101010101010101010101010101010101010
1010101010101010101010101010101010101010101010101010101010101010101ffc0001108031802
6403012200021101031101ffc4001f00000105010101010101000000000000000001020304050607080
90a0bffc400b5100002010303020403050504040000017d010203000411051221314106135161072271
14328191a1082342b1c11552d1f02433627282090a161718191a25262728292a3435363738393a43444
5464748494a535455565758595a636465666768696a737475767778797a838485868788898a92939495
0102030405060708090a0bffc400b511000201020404030407050404000102770001020311040521310
61241510761711322328108144291a1b1c109233352f0156272d10a162434e125f11718191a26272829
2a35363738393a434445464748494a535455565758595a636465666768696a737475767778797a82838
0028a28a0028a28a0028a28a0028a28a0028a28
28a0028a28a0028a28a0028a28a0028a28a0028a28a00ffd9
\cf0 Objetivo General \par
}
{\phpg\posx2267\pvpg\posy2581\absw9330\absh941 \f10 \fs21 \cf0 \f10 \fs21 \cf0 *
Fomentar el desarrollo de una conciencia ecolgica sobre la conservacin
del
\par}{\phpg\posx2267\pvpg\posy2581\absw9330\absh941 \sl-412 \f10 \fs21 \cf0 medio
ambiente en los nios de 3 a 6 aos, padres y docentes del Preescolar "Mi
\par}{\phpg\posx2267\pvpg\posy2581\absw9330\absh941 \sl-415 \f10 \fs21 \cf0 Casita
de Colores"; utilizando como instrumento el reciclaje. \par
}
Objetivos Especficos \par
}
{\phpg\posx2267\pvpg\posy5065\absw9378\absh4293 \f10 \fs21 \cf0 \f10 \fs21 \cf0 *
Diagnosticar la situacin actual con relacin a los conocimientos que poseen los
\par}{\phpg\posx2267\pvpg\posy5065\absw9378\absh4293 \sl-412 \f10 \fs21 \cf0 nios,
representantes y personal docente hacia la conservacin del ambiente a travs
reciclaje.
\par}{\phpg\posx2267\pvpg\posy5065\absw9378\absh4293 \sl-412 \f10 \fs21 \cf0 *
Elaborar un plan de accin acorde al diagnstico elaborado, para
favorecer el
desarrollo de la conciencia ecolgica.
Propiciar la participacin de los nios, docentes y padres para la recoleccin de
materiales reciclables.
Propiciar la participacin de los nios, padres y docentes para la elaboracin de
recursos didcticos que puedan ser utilizados en el aula, a partir del
material
reciclado.
Determinar las actitudes de nios, docentes y representantes, para
verificar la
eficacia y validez de la concienciacin. \par
}
18 \par
}
ffd8ffe000104a46494600010100000100010000ffdb004300010101010101010101010101010101010
10101010101010101010101010101010101010101010101010101010101010101010101010101010101
010101010101ffdb0043010101010101010101010101010101010101010101010101010101010101010
1010101010101010101010101010101010101010101010101010101010101010101ffc0001108031802
6403012200021101031101ffc4001f00000105010101010101000000000000000001020304050607080
90a0bffc400b5100002010303020403050504040000017d010203000411051221314106135161072271
14328191a1082342b1c11552d1f02433627282090a161718191a25262728292a3435363738393a43444
5464748494a535455565758595a636465666768696a737475767778797a838485868788898a92939495
0102030405060708090a0bffc400b511000201020404030407050404000102770001020311040521310
61241510761711322328108144291a1b1c109233352f0156272d10a162434e125f11718191a26272829
2a35363738393a434445464748494a535455565758595a636465666768696a737475767778797a82838
0028a28a0028a28a0028a28a0028a28a0028a28
28a0028a28a0028a28a0028a28a0028a28a0028a28a00ffd9
\f10 \fs21 \cf0 CAPTULO II
MARCO TERICO REFERENCIAL \par
}
\fs21 \cf0 En este captulo se desarrollar una serie de puntos
que facilitar la
comprensin del lector sobre la realizacin de esta investigacin. Como primer
punto
har referencia sobre los antecedentes de la investigacin donde se
presenta el
resumen de otras investigaciones realizadas anteriormente que aportan
elementos
importantes a este. Luego se narra un poco sobre los antecedentes
histricos,
explicando las condiciones y formas de reciclaje en diversas partes del
mundo,
incluyendo a Venezuela.
\fi540 Seguidamente se describen las bases tericas, donde se menciona
aspectos
importantes de la basura, la contaminacin, el reciclaje, los tipos de reciclaje y
las
empresas encargadas del reciclaje en Venezuela. Tambin se puede observar algunas
\par}{\phpg\posx2267\pvpg\posy4532\absw9441\absh5916 \sl-415 \f10 \fs21 \cf0 leyes
y artculos referentes al tema, es decir, el marco poltico, filosfico y legal que
\par}{\phpg\posx2267\pvpg\posy4532\absw9441\absh5916 \sl-412 \f10 \fs21 \cf0 apoya

y sustenta dicho trabajo de investigacin.
\fi540 Por ltimo se encontrar con los fundamentos que propone el
currculo de
educacin inicial sobre las condiciones del entornos social y cultural que debe
rodear
\par}{\phpg\posx2267\pvpg\posy4532\absw9441\absh5916 \sl-412 \f10 \fs21 \cf0 a un
nio o una nia entre 0 a 6 aos de edad. \par
}
Antecedentes de la investigacin \par
}
\fs21 \cf0 Loge y Lesizza (1998) realizaron una tesis del "Estudio de La Bonanza
como
solucin al problema de disposicin final de los desechos slidos en el Municipio
Libertador". \par
}
19 \par
}
ffd8ffe000104a46494600010100000100010000ffdb004300010101010101010101010101010101010
10101010101010101010101010101010101010101010101010101010101010101010101010101010101
010101010101ffdb0043010101010101010101010101010101010101010101010101010101010101010
1010101010101010101010101010101010101010101010101010101010101010101ffc0001108031802
6403012200021101031101ffc4001f00000105010101010101000000000000000001020304050607080
90a0bffc400b5100002010303020403050504040000017d010203000411051221314106135161072271
14328191a1082342b1c11552d1f02433627282090a161718191a25262728292a3435363738393a43444
5464748494a535455565758595a636465666768696a737475767778797a838485868788898a92939495
0102030405060708090a0bffc400b511000201020404030407050404000102770001020311040521310
61241510761711322328108144291a1b1c109233352f0156272d10a162434e125f11718191a26272829
2a35363738393a434445464748494a535455565758595a636465666768696a737475767778797a82838
0028a28a0028a28a0028a28a0028a28a0028a28
28a0028a28a0028a28a0028a28a0028a28a0028a28a00ffd9
\fs21 \cf0 El presente trabajo tuvo por objeto evaluar el relleno sanitario de La
Bonanza en
cuanto a su ubicacin y operacin, emitiendo un diagnstico razonado de su
situacin
actual, adems de tratar de proponer soluciones para la disminucin en la
produccin
desechos slidos e incentivar, an ms, el desarrollo del reciclaje como mtodo de
tratamiento viable en el pas. La metodologa utilizada fue la cualitativa,
haciendo
nfasis en los datos descriptivos, conceptos, teoras e hiptesis, para luego
sugerir la
elaboracin de una propuesta de accin viable para tratar de resolver los problemas
o
necesidades que se observaron en el relleno sanitario.
\fi708 En conclusin se encontr que el relleno sanitario La Bonanza ha operado,
un vertedero controlado y no como un relleno sanitario. Pero, si se empieza a
operar correctamente, podra ofrecer una solucin al problema de disposicin final
en
Municipio, sin embargo, presenta ciertos aspectos que dificultan el
trabajo, los
cuales son en su mayora consecuencia del terreno escogido. En lo
referente a la
disminucin de la produccin de desechos, el aspecto fundamental es la educacin
continua del individuo, para as conseguir su colaboracin en los
programas
destinados a lograr este objetivo.
\fi708 El aporte que da esta tesis a este trabajo de investigacin es la
importancia que
\par}{\phpg\posx2267\pvpg\posy1753\absw9367\absh11000 \sl-412 \f10 \fs21 \cf0 se le
da al reciclaje como mtodo de tratamiento para los desechos slidos, adems de
recalcar el importante papel que juega la educacin, ya que a travs de
sta se
conseguir la colaboracin de los individuos. Con este trabajo de investigacin
se
pretende resaltar la importancia del reciclaje, presentando los diversos
beneficios que
traen, y resaltar el papel fundamental de la educacin, ya que sin ella sera
imposible
llevarlo a cabo.
\fi708 Russo (2005) realiz su trabajo de investigacin sobre una: "Propuesta de un

programa de actividades que facilite la construccin de una conciencia ecolgica en

nios y nias de 3 a 6 aos".
\fi719 El presente trabajo tuvo por objeto disear una propuesta de actividades que

estimulen, promuevan y fomenten el desarrollo de una conciencia ecolgica en los
\par}{\phpg\posx2267\pvpg\posy1753\absw9367\absh11000 \sl-412 \f10 \fs21 \cf0 nios
y nias de 3 a 6 aos en el preescolar, analizando las diferentes metodologas
utilizadas para facilitar el desarrollo de una conciencia ecolgica, adems de
inferir \par
}
20 \par
}
ffd8ffe000104a46494600010100000100010000ffdb004300010101010101010101010101010101010
10101010101010101010101010101010101010101010101010101010101010101010101010101010101
010101010101ffdb0043010101010101010101010101010101010101010101010101010101010101010
1010101010101010101010101010101010101010101010101010101010101010101ffc0001108031802
6403012200021101031101ffc4001f00000105010101010101000000000000000001020304050607080
90a0bffc400b5100002010303020403050504040000017d010203000411051221314106135161072271
14328191a1082342b1c11552d1f02433627282090a161718191a25262728292a3435363738393a43444
5464748494a535455565758595a636465666768696a737475767778797a838485868788898a92939495
0102030405060708090a0bffc400b511000201020404030407050404000102770001020311040521310
61241510761711322328108144291a1b1c109233352f0156272d10a162434e125f11718191a26272829
2a35363738393a434445464748494a535455565758595a636465666768696a737475767778797a82838
0028a28a0028a28a0028a28a0028a28a0028a28
28a0028a28a0028a28a0028a28a0028a28a0028a28a00ffd9
\fs21 \cf0 los perfiles de comportamiento a partir de sus manifestaciones durante
la convivencia
los nios con el ambiente.
\fi708 La metodologa utilizada fue la cualitativa, haciendo nfasis en
los datos
descriptivos, conceptos, teoras e hiptesis. Tambin este trabajo se desarroll en
la
modalidad de proyecto factible, el cual sugiere la elaboracin de una propuesta de
accin viable para tratar de solventar los problemas o necesidades presentes en el
grupo.
\fi708 Como conclusin del trabajo se obtuvo como punto ms importante que para
los fines de la educacin ambiental se logren debe existir una
participacin
activa entre los miembros de la comunidad y todo su entorno, siendo protagonistas y
\par}{\phpg\posx2267\pvpg\posy1753\absw9426\absh11000 \sl-415 \f10 \fs21 \cf0 as

concienciarse de los problemas que abundan en el ambiente para buscar posibles
soluciones.
\fi707 El aporte que da este trabajo de investigacin a este trabajo es la
importancia
le da a la conciencia ecolgica, la cual debe fomentarse desde la edad preescolar,
haciendo nfasis en que debe existir una participacin activa entre los miembros
de
\par}{\phpg\posx2267\pvpg\posy1753\absw9426\absh11000 \sl-412 \f10 \fs21 \cf0 la
comunidad y todo su entorno, de modo que todos sean partcipes en la disminucin
\par}{\phpg\posx2267\pvpg\posy1753\absw9426\absh11000 \sl-415 \f10 \fs21 \cf0 o
mejora de los problemas ambientales. Con este trabajo de investigacin se desea
involucrar a los nios, docentes, representantes y a la comunidad del preescolar
"Mi
casita de colores" en el aprovechamiento de los residuos slidos, de modo que se
\par}{\phpg\posx2267\pvpg\posy1753\absw9426\absh11000 \sl-415 \f10 \fs21 \cf0 logre
concienciarlos y crear una cultura de reciclaje, donde ste forme parte del da a
\par}{\phpg\posx2267\pvpg\posy1753\absw9426\absh11000 \sl-412 \f10 \fs21 \cf0 da.
\fi708 Magaldi (1997) realiz su tesis sobre "La recuperacin de materiales como
alternativa ecolgica y empresarial en la obtencin de mayores
beneficios
econmicos".
\fi708 Esta tesis tuvo como finalidad abordar la gestin del manejo de los desechos

slidos en el pas, plante la problemtica del colapso de los lugares de
disposicin
final, como resultado de la generacin cada vez mayor de desechos tanto a nivel de
industrias como a nivel del post- consumo.
\fi708 Igualmente se propuso la recuperacin de los materiales a travs del
reciclaje,
el valor ambiental, econmico y social. La visin para el funcionamiento
del \par
}
21 \par
}
ffd8ffe000104a46494600010100000100010000ffdb004300010101010101010101010101010101010
10101010101010101010101010101010101010101010101010101010101010101010101010101010101
010101010101ffdb0043010101010101010101010101010101010101010101010101010101010101010
1010101010101010101010101010101010101010101010101010101010101010101ffc0001108031802
6403012200021101031101ffc4001f00000105010101010101000000000000000001020304050607080
90a0bffc400b5100002010303020403050504040000017d010203000411051221314106135161072271
14328191a1082342b1c11552d1f02433627282090a161718191a25262728292a3435363738393a43444
5464748494a535455565758595a636465666768696a737475767778797a838485868788898a92939495
0102030405060708090a0bffc400b511000201020404030407050404000102770001020311040521310
61241510761711322328108144291a1b1c109233352f0156272d10a162434e125f11718191a26272829
2a35363738393a434445464748494a535455565758595a636465666768696a737475767778797a82838
0028a28a0028a28a0028a28a0028a28a0028a28
28a0028a28a0028a28a0028a28a0028a28a0028a28a00ffd9
\fs21 \cf0 reciclaje en Venezuela, es el manejo de un enfoque de mercado,
que cree los
incentivos econmicos que conduzcan a los consumidores y a los productores hacia la

decisin de participar en esta actividad, tomando en consideracin los
costos y
beneficios que ella aportara.
\fi720 La metodologa utilizada para la realizacin de esta tesis fue cuantitativa,
ya
\par}{\phpg\posx2267\pvpg\posy1753\absw9405\absh11000 \sl-412 \f10 \fs21 \cf0 que,
una vez establecidos los objetivos, realizaron una serie de investigaciones para
encontrar los datos necesarios, los cuales fueron tabulados en cuadros para llevar
a
\par}{\phpg\posx2267\pvpg\posy1753\absw9405\absh11000 \sl-412 \f10 \fs21 \cf0 cabo
el proceso.
\fi720 Magaldi lleg a la conclusin de que la decisin de realizar un estudio que
analizara la factibilidad econmica de la recuperacin de materiales, responde a la

inquietud de cmo los agentes econmicos de acuerdo a su rol en la sociedad, pueden

asumir el reciclaje como mecanismo alternativo de actual sistema de
manejo y
tratamiento de los desechos slidos.
\fi720 Resalt que para la mediana y gran industria el reciclaje se presenta como
un
factor clave en la reduccin de los costos de produccin, sustituyendo
insumos
vrgenes por insumos reciclados. Destacando que como empresario la decisin ms
acertada, es realizar esta sustitucin, ya que la tecnologa del reciclaje responde
a dos
factores claves a nivel competitivo, por una parte, la disponibilidad de
la materia
reciclada a un menor costo y por otro el mantenimiento de los estndares de calidad

exigidos.
\fi720 Plante que la estrategia a seguir se orienta hacia la venta de los desechos
a
empresas especializadas en su reciclaje, con lo cual el inversionista podr obtener
beneficios econmicos. Para lograr la participacin de los ciudadanos,
recomend
ubicar la planta de tratamiento cerca de la fuente de generacin y colocar centros
de
acopio y compra de desechos en las comunidades. Hizo nfasis en que la industria de

reciclaje en Venezuela tender a afianzarse en los prximos aos, con el
incremento
\par}{\phpg\posx2267\pvpg\posy1753\absw9405\absh11000 \sl-412 \f10 \fs21 \cf0 en el
nmero de empresarios que vern en esta actividad, la oportunidad de obtener
mayores beneficios econmicos invirtiendo en un negocio altamente rentable.
\fi720 El aporte que da esta tesis a este trabajo de investigacin, es la
importancia
le da al reciclaje en el pas y la forma como se puede utilizar, al igual que
los \par
}
22 \par
}
ffd8ffe000104a46494600010100000100010000ffdb004300010101010101010101010101010101010
10101010101010101010101010101010101010101010101010101010101010101010101010101010101
010101010101ffdb0043010101010101010101010101010101010101010101010101010101010101010
1010101010101010101010101010101010101010101010101010101010101010101ffc0001108031802
6403012200021101031101ffc4001f00000105010101010101000000000000000001020304050607080
90a0bffc400b5100002010303020403050504040000017d010203000411051221314106135161072271
14328191a1082342b1c11552d1f02433627282090a161718191a25262728292a3435363738393a43444
5464748494a535455565758595a636465666768696a737475767778797a838485868788898a92939495
0102030405060708090a0bffc400b511000201020404030407050404000102770001020311040521310
61241510761711322328108144291a1b1c109233352f0156272d10a162434e125f11718191a26272829
2a35363738393a434445464748494a535455565758595a636465666768696a737475767778797a82838
0028a28a0028a28a0028a28a0028a28a0028a28
28a0028a28a0028a28a0028a28a0028a28a0028a28a00ffd9
\fs21 \cf0 beneficios que se obtendran si se llevara a cabo este proceso como se
espera, lo cual
aproxima a lo que se quiere lograr inculcar en el preescolar "Mi Casita de Colores"

toda su comunidad, que a parte de aportar un granito de arena para una
mejor
calidad de vida, tambin se ganara un porcentaje econmico que tal vez servira
para
mejorar los alrededores del preescolar.
\fi600 Castillo (2000) realiz una tesis sobre "El Reciclaje en la
Escuela Bsica
Nacional Jos de Cruz Carrillo. Campaa de sensibilizacin".
\fi540 La tesis presentada se refiere al diseo de una campaa sensibilizadora
para
promover la prctica del reciclaje en una institucin del rea
metropolitana de
Caracas, la Escuela Bsica Nacional Jos de Cruz Carrillo. En el mismo se estudia

Educacin Ambiental en Venezuela, el reciclaje y las experiencias o iniciativas
implementadas por empresas y/o instituciones pblicas como privadas en este mbito.
\par}{\phpg\posx2267\pvpg\posy1753\absw9441\absh11000 \sl-415 \f10 \fs21 \cf0 Todo

esto con miras a elaborar un diagnstico para analizar los logros alcanzados,
preparar y presentar al colegio mencionado la campaa denominada "En mi escuela
cuida la basura". Dentro de las fases o principales actividades de la campaa se
realizaron charlas, visitas a centros de reciclaje y se aplicaron encuestas para
medir el
\par}{\phpg\posx2267\pvpg\posy1753\absw9441\absh11000 \sl-415 \f10 \fs21 \cf0 logro
de las metas de la misma. Entre las conclusiones a las que se llegaron una de las
\par}{\phpg\posx2267\pvpg\posy1753\absw9441\absh11000 \sl-412 \f10 \fs21 \cf0 ms
importantes es que el proceso de sensibilizacin debe basarse en la comunicacin
directa y sencilla para lograr su objetivo en la poblacin a la cual va dirigida:
en este
\par}{\phpg\posx2267\pvpg\posy1753\absw9441\absh11000 \sl-415 \f10 \fs21 \cf0 caso
los nios, quienes constituyeron la base fundamental en la transmisin
del
conocimiento de la Educacin Ambiental. La metodologa utilizada se bas
en
fuentes bibliogrficas para cubrir la fase documental de la investigacin
y la
aplicacin de instrumentos para la medicin del alcance de la misma.
\fi540 El aporte que esta tesis hace a este trabajo de investigacin, es que debido
a la
similitud que presenta en el tema (sensibilizacin de una poblacin), se puede
percibir
ms claridad los pasos que se deben seguir, en cuanto a la metodologa
de
trabajo, para lograr trabajar con xito el tema del reciclaje en la
poblacin que
conforma y rodea el preescolar "Mi Casita de Colores".
\fi720 Todas estas tesis y trabajos de investigacin son de suma importancia, ya
que
sustentan la importancia de elaborar esta investigacin. Resaltan la trascendencia
de \par
}
23 \par
}
ffd8ffe000104a46494600010100000100010000ffdb004300010101010101010101010101010101010
10101010101010101010101010101010101010101010101010101010101010101010101010101010101
010101010101ffdb0043010101010101010101010101010101010101010101010101010101010101010
1010101010101010101010101010101010101010101010101010101010101010101ffc0001108031802
6403012200021101031101ffc4001f00000105010101010101000000000000000001020304050607080
90a0bffc400b5100002010303020403050504040000017d010203000411051221314106135161072271
14328191a1082342b1c11552d1f02433627282090a161718191a25262728292a3435363738393a43444
5464748494a535455565758595a636465666768696a737475767778797a838485868788898a92939495
0102030405060708090a0bffc400b511000201020404030407050404000102770001020311040521310
61241510761711322328108144291a1b1c109233352f0156272d10a162434e125f11718191a26272829
2a35363738393a434445464748494a535455565758595a636465666768696a737475767778797a82838
0028a28a0028a28a0028a28a0028a28a0028a28
28a0028a28a0028a28a0028a28a0028a28a0028a28a00ffd9
\fs21 \cf0 la conciencia ecolgica, planteando que sta debe fomentarse
desde la edad
preescolar y debe contar con la participacin y colaboracin de la comunidad, ya
que
\par}{\phpg\posx2267\pvpg\posy1753\absw9459\absh5412 \sl-415 \f10 \fs21 \cf0 es un
trabajo que se debe realizar en equipo, de modo que todos sean partcipes en la
disminucin o mejora de los problemas ambientales. Tambin resaltan la importancia
tiene el reciclaje, los diversos beneficios que trae al pas y el papel fundamental

juega la educacin, ya que a travs de sta se conseguir la participacin de los
individuos. Es importante destacar que con este trabajo de investigacin
se desea
involucrar a los nios, docentes, representantes y a la comunidad del preescolar
"Mi
\par}{\phpg\posx2267\pvpg\posy1753\absw9459\absh5412 \sl-415 \f10 \fs21 \cf0 casita
de colores" en el aprovechamiento de los residuos slidos, de modo que
a
\par}{\phpg\posx2267\pvpg\posy1753\absw9459\absh5412 \sl-412 \f10 \fs21 \cf0 travs
de la educacin se logre concienciarlos y crear una cultura de reciclaje, donde
\par}{\phpg\posx2267\pvpg\posy1753\absw9459\absh5412 \sl-415 \f10 \fs21 \cf0 ste
forme parte del da a da.
A continuacin se har mencin a cmo en diferentes pases del mundo se ha
logrado llevar a cabo la aplicacin o utilizacin del reciclaje como medio para
evitar
problema de la contaminacin, desde los hogares hasta las empresas encargadas de
\par}{\phpg\posx2267\pvpg\posy1753\absw9459\absh5412 \sl-415 \f10 \fs21 \cf0 dicho
proceso. \par
}
Antecedentes Histricos del Reciclaje en el mundo \par
}
\fs21 \cf0 En el mundo existen pases como Espaa. Blgica, Alemania. Estados
Unidos,
Francia, Holanda, Suiza, Italia, Colombia y Mxico que promueven el reciclaje.
Segn Del Val Alfonso (1993) en Espaa se analizan las cantidades de
basuras que se producen por municipio y se establecen las previsiones para el
futuro,
tambin se analizan los diferentes tipos de basura y residuos urbanos,
industriales,
agrcolas y sanitarios, de animales muertos y mataderos, ya que cuentan
con
gigantescas plantas de reciclaje.
Los vecinos tienen que depositar la basura en contenedores de diferentes
colores, separada en fraccin recuperable (papel, vidrio, latas y plsticos). Al
igual
en Italia donde el vidrio se recolecta mediante contenedores similares a
los
existentes en Espaa, tipo igl de 2.500 litros. De modo similar que en Suiza donde
el
\par}{\phpg\posx2268\pvpg\posy9203\absw9354\absh4296 \sl-415 \f10 \fs21 \cf0 vidrio
tienen que depositarlo en contenedores diferentes segn sean, incoloro, verde o
\par
}
24 \par
}
ffd8ffe000104a46494600010100000100010000ffdb004300010101010101010101010101010101010
10101010101010101010101010101010101010101010101010101010101010101010101010101010101
010101010101ffdb0043010101010101010101010101010101010101010101010101010101010101010
1010101010101010101010101010101010101010101010101010101010101010101ffc0001108031802
6403012200021101031101ffc4001f00000105010101010101000000000000000001020304050607080
90a0bffc400b5100002010303020403050504040000017d010203000411051221314106135161072271
14328191a1082342b1c11552d1f02433627282090a161718191a25262728292a3435363738393a43444
5464748494a535455565758595a636465666768696a737475767778797a838485868788898a92939495
0102030405060708090a0bffc400b511000201020404030407050404000102770001020311040521310
61241510761711322328108144291a1b1c109233352f0156272d10a162434e125f11718191a26272829
2a35363738393a434445464748494a535455565758595a636465666768696a737475767778797a82838
0028a28a0028a28a0028a28a0028a28a0028a28
28a0028a28a0028a28a0028a28a0028a28a0028a28a00ffd9
\fs21 \cf0 topacio; las latas y los metales se separan segn el tipo de metal. Al
igual que en Los
Estados Unidos donde se recoge en contenedores. Por ejemplo en la ciudad de New
\par}{\phpg\posx2267\pvpg\posy1753\absw9434\absh11000 \sl-415 \f10 \fs21 \cf0 York
se les pidi a los residentes de cinco distritos de la ciudad que separasen los
materiales reciclables del resto de sus desperdicios, para ser recogidos por grupos
del
Departamento de Sanidad, cuyos 28 camiones especialmente diseados
y
compartimentados realizan recogidas semanales de estos materiales. A diferencia de

Alemania quin incluye la recogida de tejidos, maderas y cueros.
\fi719 En Alemania el fomento del uso del papel reciclado se lleva a cabo gracias a

"Normas Ambientales de Adquisicin Pblica", que implican la vigilancia de los
costos e impactos ambientales de los materiales que se adquieren. Al igual que en
Francia donde la recogida ha sido puerta a puerta y complementada en
algunos
municipios con grandes contenedores de hasta 30 metros cbicos de capacidad. En
pas el reciclaje siempre se fomenta desde la perspectiva del beneficio pblico, es

decir, ahorro de materias primas, energa, proteccin del medio y evitacin de
la
contaminacin. Por su parte Holanda cuenta con el mejor conjunto de
acciones
encaminadas a fomentar tanto la recogida como el suministro de papel
viejo a la
industria, ya que el 25% de la basura generada es papel. Por esta razn se foment
su
reciclaje, garantizando un suministro de materia prima a la industria
papelera y
regulando la comercializacin de papel recuperado en precios e importaciones, entre

otras. Holanda estima que en el futuro aumentar an ms la utilizacin
como
consecuencia de las grandes inversiones realizadas tanto para el destino del papel
y
cartn viejos como para fabricacin de nuevos papeles. Colombia tambin
hace
nfasis en el reciclaje de papel por lo cual dise una caja ecolgica. El diseo
une
\par}{\phpg\posx2267\pvpg\posy1753\absw9434\absh11000 \sl-415 \f10 \fs21 \cf0 dos
cajas pequeas, una marcada con la palabra "Reciclable" y la otra con la palabra
\par}{\phpg\posx2267\pvpg\posy1753\absw9434\absh11000 \sl-412 \f10 \fs21 \cf0 "No
Reciclable".
\fi719 Por su parte en Italia el sistema de recogida de papel por
contenedores
situados en las escuelas es el de mayor aceptacin y mejor resultados. Por su parte
el
\par}{\phpg\posx2267\pvpg\posy1753\absw9434\absh11000 \sl-415 \f10 \fs21 \cf0 40%
de papel y cartn consumido en Suiza lo recogen generalmente empresas y
asociaciones privadas, en casi todos los municipios. Es importante destacar que
Suiza
el pas ms disciplinado y que acepta a mayor esfuerzo separador de
Europa. \par
}
25 \par
}
ffd8ffe000104a46494600010100000100010000ffdb004300010101010101010101010101010101010
10101010101010101010101010101010101010101010101010101010101010101010101010101010101
010101010101ffdb0043010101010101010101010101010101010101010101010101010101010101010
1010101010101010101010101010101010101010101010101010101010101010101ffc0001108031802
6403012200021101031101ffc4001f00000105010101010101000000000000000001020304050607080
90a0bffc400b5100002010303020403050504040000017d010203000411051221314106135161072271
14328191a1082342b1c11552d1f02433627282090a161718191a25262728292a3435363738393a43444
5464748494a535455565758595a636465666768696a737475767778797a838485868788898a92939495
0102030405060708090a0bffc400b511000201020404030407050404000102770001020311040521310
61241510761711322328108144291a1b1c109233352f0156272d10a162434e125f11718191a26272829
2a35363738393a434445464748494a535455565758595a636465666768696a737475767778797a82838
0028a28a0028a28a0028a28a0028a28a0028a28
28a0028a28a0028a28a0028a28a0028a28a0028a28a00ffd9
\fs21 \cf0 Participan en la recoleccin de vidrio, depositndolo en
contenedores diferentes
\par}{\phpg\posx2267\pvpg\posy1753\absw9391\absh10879 \sl-412 \f10 \fs21 \cf0 segn
fuera incoloro, verde o topacio; las latas y los metales se separan segn el tipo

metal en contenedores y se recogen tambin puerta a puerta, mediante la recogida
\par}{\phpg\posx2267\pvpg\posy1753\absw9391\absh10879 \sl-412 \f10 \fs21 \cf0 mvil
peridica.
\fi720 Blgica mantiene similitudes con todos estos pases, pero realiza la
separacin
mecnica del resto de la basura en una planta de tratamiento para su
posterior
aprovechamiento. En Mxico por su parte se atienden los residuos
identificados
Residuos Urbanos (provenientes de domicilios y vas pblicas) y los Residuos
Manejo Especial, que son todos aquellos que requieren sujetarse a Planes
de
Manejo como son los desechos de la construccin, las llantas usadas, los generados
\par}{\phpg\posx2267\pvpg\posy1753\absw9391\absh10879 \sl-415 \f10 \fs21 \cf0 en
terminales de transportes, los derivados de actividades industriales y agrcolas y
provenientes de servicios de salud, entre otros. No se atiende a los
residuos
peligrosos, pues stos, por ley, deben ser manejados por el gobierno
federal.
\par}{\phpg\posx2267\pvpg\posy1753\absw9391\absh10879 \sl-412 \f10 \fs21 \cf0 ({\ul
w}{\ul w}{\ul w}{\ul .}{\ul i}{\ul d}{\ul e}{\ul a}{\ul m}{\ul .}{\ul g}{\ul o}{\ul
v}{\ul .}{\ul c}{\ul o}{\ul /}{\ul n}{\ul i}{\ul n}{\ul o}{\ul s}{\ul 2}{\ul /}{\ul
m}{\ul a}{\ul _}{\ul a}{\ul c}{\ul 0}{\ul 3}{\ul .}{\ul h}{\ul t}{\ul m})
\fi720 Es importante destacar que La Alcalda del Municipio Libertador de Caracas
\par}{\phpg\posx2267\pvpg\posy1753\absw9391\absh10879 \sl-412 \f10 \fs21 \cf0 ha
tomado la experiencia de Brasil y ha organizado un programa similar denominado
Cambalache, iniciado en agosto de 2003, en el cual se intercambian
materiales
reciclables como plstico, cobre, aluminio, cartn, vidrio, telas y chatarra
ferroza por
alimentos. El operativo ms reciente se realiz el domingo 3 de octubre de 2004,
con
vecinos del barrio El Onoto, urbanizacin Garca Carballo, en la UD-9 de
la
parroquia Caricuao, luego de una interrupcin del programa en el ao 2003. En esta
operacin la novedad fue la entrega de tiles escolares a los vecinos que
participaron
\par}{\phpg\posx2267\pvpg\posy1753\absw9391\absh10879 \sl-412 \f10 \fs21 \cf0 en el
programa. Parroquias como La Vega y Sucre, entre otras comunidades tambin
\par}{\phpg\posx2267\pvpg\posy1753\absw9391\absh10879 \sl-415 \f10 \fs21 \cf0 han
participado en el "Cambalache".
\cf0 \fi720 La Alcalda del Municipio Sucre del estado Miranda a travs
del Instituto
Municipal Autnomo de Proteccin y Saneamiento Ambiental Sucre (IMAPSAS)
inici un programa denominado Puntos que dan vida en el ao 2003, que consista en
canje de materiales reciclables por puntos para adquirir artculos comestibles. De
programa slo se realizaron dos operativos en Petare, pero no se continu la
\par
}
26 \par
}
ffd8ffe000104a46494600010100000100010000ffdb004300010101010101010101010101010101010
10101010101010101010101010101010101010101010101010101010101010101010101010101010101
010101010101ffdb0043010101010101010101010101010101010101010101010101010101010101010
1010101010101010101010101010101010101010101010101010101010101010101ffc0001108031802
6403012200021101031101ffc4001f00000105010101010101000000000000000001020304050607080
90a0bffc400b5100002010303020403050504040000017d010203000411051221314106135161072271
14328191a1082342b1c11552d1f02433627282090a161718191a25262728292a3435363738393a43444
5464748494a535455565758595a636465666768696a737475767778797a838485868788898a92939495
0102030405060708090a0bffc400b511000201020404030407050404000102770001020311040521310
61241510761711322328108144291a1b1c109233352f0156272d10a162434e125f11718191a26272829
2a35363738393a434445464748494a535455565758595a636465666768696a737475767778797a82838
0028a28a0028a28a0028a28a0028a28a0028a28
28a0028a28a0028a28a0028a28a0028a28a0028a28a00ffd9
\fs21 \cf0 iniciativa. Hoy, la alcalda est estudiando el programa para volver a
implementarlo,
\par}{\phpg\posx2267\pvpg\posy1753\absw9439\absh10890 \sl-412 \f10 \fs21 \cf0 segn
indica el IMAPSAS.
\cf0 \fi720 En la oficina del Banco Mundial en Caracas, se ha implementado el
programa
\par}{\phpg\posx2267\pvpg\posy1753\absw9439\absh10890 \sl-415 \f10 \fs21 \cf0 de la
Oficina Verde con iniciativas de reciclaje y reduccin del papel. Esta institucin
cuenta con aliados como la empresa Smurfit Cartones de Venezuela, quien
ha
suministrado 17 contenedores de papel, adems se responsabiliza por la compra y
recoleccin del papel en las oficinas del Banco Mundial. De forma paralela, se ha
incentivado una poltica de uso del papel por ambas caras, lo cual ha disminuido el
\par}{\phpg\posx2267\pvpg\posy1753\absw9439\absh10890 \sl-412 \f10 \fs21 \cf0 uso a

tres cajas de resmas mensuales, cuando antes se empleaban cinco.
\cf0 \fi720 Por otra parte, en la cadena Makro se encuentran envases de
la empresa
\par}{\phpg\posx2267\pvpg\posy1753\absw9439\absh10890 \sl-415 \f10 \fs21 \cf0 Owens
Illinois para el reciclaje del vidrio, mientras que en los supermercados Plazas
reciclan las cajas de cartn para uso interno. Para esto, cuentan con una mquina
compactadora que adquiri la empresa.
\cf0 \fi720 En el 2003, la ONG Equipo de Formacin, Informacin y
Publicaciones
(Efip) con el apoyo de la Alcalda de Vargas desarroll un proyecto
ambiental
conocido como Vargas Recicla, en el cual se pretendi insertar a los
vecinos
desempleados de diversas parroquias del estado Vargas a travs del aprovechamiento
los desechos slidos reciclables. Con esta iniciativa se estableci un
centro de
acopio para materiales metlicos, plsticos y papel en Macuto, adems se implement

modalidad de cambio de desechos por tickets, con los que se pueden
adquirir
alimentos. Este programa involucra a la comunidad, mediante la creacin de empleos
directos e indirectos. Para incentivar a los vecinos y orientarlos se
sumaron al
proyecto gran cantidad de voluntarios, quienes fueron certificados como promotores
reciclaje de desechos slidos en escuelas y comunidades (ltimas Noticias, 28 de
\par}{\phpg\posx2267\pvpg\posy1753\absw9439\absh10890 \sl-412 \f10 \fs21 \cf0 junio
de 2003). Hoy el proyecto sigue desarrollndose.
\cf0 \fi720 Una experiencia identificada por Fundacin Tierra Viva es adelantada
por la
\par}{\phpg\posx2267\pvpg\posy1753\absw9439\absh10890 \sl-412 \f10 \fs21 \cf0 Prof.
Lesly Garboza de la UBA, quien ha ayudado al establecimiento de un sistema \par
}
27 \par
}
ffd8ffe000104a46494600010100000100010000ffdb004300010101010101010101010101010101010
10101010101010101010101010101010101010101010101010101010101010101010101010101010101
010101010101ffdb0043010101010101010101010101010101010101010101010101010101010101010
1010101010101010101010101010101010101010101010101010101010101010101ffc0001108031802
6403012200021101031101ffc4001f00000105010101010101000000000000000001020304050607080
90a0bffc400b5100002010303020403050504040000017d010203000411051221314106135161072271
14328191a1082342b1c11552d1f02433627282090a161718191a25262728292a3435363738393a43444
5464748494a535455565758595a636465666768696a737475767778797a838485868788898a92939495
0102030405060708090a0bffc400b511000201020404030407050404000102770001020311040521310
61241510761711322328108144291a1b1c109233352f0156272d10a162434e125f11718191a26272829
2a35363738393a434445464748494a535455565758595a636465666768696a737475767778797a82838
0028a28a0028a28a0028a28a0028a28a0028a28
28a0028a28a0028a28a0028a28a0028a28a0028a28a00ffd9
\fs21 \cf0 de reciclaje comunitario en la urbanizacin Girardot en Maracay. Ella
dise todo el
sistema clasificacin desde el hogar, los dispositivos de recoleccin para las
casas, un
carrito de recoleccin que hace rondas en la urbanizacin y contenedores
para
material clasificado que se encuentran frente a los edificios. La
alcalda estaba
apoyando la experiencia a travs del envo de un camin para el material orgnico y

algunas empresas realiz los contactos para la bsqueda del resto de los

materiales. An cuando no se logra tener informacin actualizada sobre la
iniciativa,
comienzo del proyecto la gente se haba integrado al proyecto y usaba
los
recipientes de separacin de materiales
\cf0 \fi719 Desde hace nueve aos diversos artistas le dan un valor esttico a
desechos
pueden reciclarse a travs de una exposicin de obras de arte, que se realizan con
tipo de materiales. El 2 de octubre de 2004 comenz la novena exhibicin de
\par}{\phpg\posx2267\pvpg\posy1753\absw9451\absh10758 \sl-412 \f10 \fs21 \cf0 estas
creaciones en el Museo de Arte Contemporneo Sofa Imber, la iniciativa es
creada y patrocinada por la empresa privada Pronstico Marketing Consultants. Esta
propuesta muestra a la comunidad el valor que se le puede otorgar a los desechos al
\par}{\phpg\posx2267\pvpg\posy1753\absw9451\absh10758 \sl-415 \f10 \fs21 \cf0 unir

ideas ambientalistas con rasgos artsticos y al aplicar la
creatividad.
w}{\ul w}{\ul w}{\ul .}{\ul c}{\ul o}{\ul m}{\ul m}{\ul i}{\ul n}{\ul i}{\ul t}{\ul
.}{\ul c}{\ul o}{\ul m}{\ul /}{\ul l}{\ul a}{\ul /}{\ul e}{\ul v}{\ul a}{\ul l}{\ul
u}{\ul a}{\ul c}{\ul i}{\ul o}{\ul n}{\ul /}{\ul e}{\ul v}{\ul a}{\ul l}{\ul u}{\ul
a}{\ul c}{\ul i}{\ul o}{\ul n}{\ul 2}{\ul 0}{\ul 0}{\ul 5}{\ul /}{\ul e}{\ul v}{\ul
a}{\ul l}{\ul u}{\ul a}{\ul c}{\ul i}{\ul o}{\ul n}{\ul -}{\ul 8}{\ul 3}{\ul .}{\ul
h}{\ul t}{\ul m}{\ul l}).
\cf0 \fi780 A travs de los datos anteriormente mencionados, se puede observar una
gran
variedad en las maneras o formas de reciclaje que practica cada pas. Sin embargo,
el
aspecto de mayor inters es la diferencia entre las costumbres, normas o leyes,
como
prefiera llamarse, entre pases como: Estados Unidos, Blgica, Italia,
Alemania,
Holanda y Espaa con Venezuela. En este pas se ha intentado
en varias
oportunidades implementar planes que promuevan el reciclaje en
diferentes
comunidades, sin embargo, no se ha logrado conservar en el tiempo, lo
que ha
generado que la poblacin no mantenga un nivel de inters en el tema y que cada
da
\par}{\phpg\posx2267\pvpg\posy1753\absw9451\absh10758 \sl-412 \f10 \fs21 \cf0 haya
ms basura, ms desperdicios, ms contaminacin y menos produccin. Para
dichos planes se proyecten de mejor forma hacia la comunidad y que esta

realmente se preocupe por lo que tiene que hacer, primero que nada se debe fomentar
\par
}
28 \par
}
ffd8ffe000104a46494600010100000100010000ffdb004300010101010101010101010101010101010
10101010101010101010101010101010101010101010101010101010101010101010101010101010101
010101010101ffdb0043010101010101010101010101010101010101010101010101010101010101010
1010101010101010101010101010101010101010101010101010101010101010101ffc0001108031802
6403012200021101031101ffc4001f00000105010101010101000000000000000001020304050607080
90a0bffc400b5100002010303020403050504040000017d010203000411051221314106135161072271
14328191a1082342b1c11552d1f02433627282090a161718191a25262728292a3435363738393a43444
5464748494a535455565758595a636465666768696a737475767778797a838485868788898a92939495
0102030405060708090a0bffc400b511000201020404030407050404000102770001020311040521310
61241510761711322328108144291a1b1c109233352f0156272d10a162434e125f11718191a26272829
2a35363738393a434445464748494a535455565758595a636465666768696a737475767778797a82838
0028a28a0028a28a0028a28a0028a28a0028a28
28a0028a28a0028a28a0028a28a0028a28a0028a28a00ffd9
\cf0 el conocimiento y anlisis de los conceptos bsicos que se relacionan con el
reciclaje
los que se mencionarn a continuacin. \par
}
Bases Tericas \par
}
\cf0 La Basura
\fi360 En las ciudades la basura lleva siendo un problema casi desde el origen de
stas,
\par}{\phpg\posx2267\pvpg\posy3564\absw9438\absh8515 \sl-412 \f10 \fs21 \cf0 debido
a la alta densidad de poblacin y al hecho de arrojar la basura a las calles. La
palabra basura ha significado y para mucha gente an significa algo despectivo,
algo
carece de valor y de lo que hay que deshacerse, de esta manera lo til, que no
siempre necesario, se convierte en un estorbo y es causa del problema
de cmo
desentendernos de lo que consumimos o producimos.
\fi360 Se sabe que la basura es la mezcla de dos o ms desperdicios
que provocan
contaminacin, as que se ha tomado como una solucin el NO generar basura, es
no revolver los desperdicios que se generan en las actividades diarias. Tal vez
parezca difcil pensar que el ser humano deje de generar basura, pero se ha tomado
opcin la creacin de una cultura de proteccin al medio ambiente conocido
la separacin de los desperdicios. Debido a que existen muchos tipos de
desperdicios, se ha optado por realizar algunas clasificaciones; la ms sencilla es
la de
desechos orgnicos e inorgnicos. En los orgnicos se encuentran los
desechos
animales, vegetales, restos de comida, telas de fibras naturales como el algodn,
lino,
\par}{\phpg\posx2267\pvpg\posy3564\absw9438\absh8515 \sl-415 \f10 \fs21 \cf0 etc.
Entre los inorgnicos se pueden encontrar los metales, vidrio,
plsticos y
materiales de origen sinttico. Hay otro tipo de desechos como el cartn y el
papel,
tambin son orgnicos pero que manteniendo limpios y separados a parte, pueden
reciclarse. Actualmente existen tambin los lugares destinados a la concentracin
de
desechos y se llaman centros de acopio. Ah se reciben el vidrio, plstico, metal y
\par}{\phpg\posx2267\pvpg\posy3564\absw9438\absh8515 \sl-412 \f10 \fs21 \cf0 papel

para ser reciclados. \par
}
29 \par
}
ffd8ffe000104a46494600010100000100010000ffdb004300010101010101010101010101010101010
10101010101010101010101010101010101010101010101010101010101010101010101010101010101
010101010101ffdb0043010101010101010101010101010101010101010101010101010101010101010
1010101010101010101010101010101010101010101010101010101010101010101ffc0001108031802
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90a0bffc400b5100002010303020403050504040000017d010203000411051221314106135161072271
14328191a1082342b1c11552d1f02433627282090a161718191a25262728292a3435363738393a43444
5464748494a535455565758595a636465666768696a737475767778797a838485868788898a92939495
0102030405060708090a0bffc400b511000201020404030407050404000102770001020311040521310
61241510761711322328108144291a1b1c109233352f0156272d10a162434e125f11718191a26272829
2a35363738393a434445464748494a535455565758595a636465666768696a737475767778797a82838
0028a28a0028a28a0028a28a0028a28a0028a28
28a0028a28a0028a28a0028a28a0028a28a0028a28a00ffd9
\f10 \fs21 \cf0 Constantemente, se estn generando muchos productos para
satisfacer las
necesidades de una sociedad cada vez ms materializada. Al aumentar la poblacin y
reaccin de nuevos objetos, se incrementa tambin el desecho de esos productos
\par}{\phpg\posx2267\pvpg\posy1753\absw9580\absh8151 \sl-412 \f10 \fs21 \cf0 cuando
ya no son utilizados. Al dejar de ser utilizados y adems mezclados con
\par}{\phpg\posx2267\pvpg\posy1753\absw9580\absh8151 \sl-415 \f10 \fs21 \cf0 otros,

los productos se convierten en BASURA. La Basura no existe por naturaleza,
\par}{\phpg\posx2267\pvpg\posy1753\absw9580\absh8151 \sl-412 \f10 \fs21 \cf0 sino
que es generada por el ser humano debido a la irresponsabilidad, malos hbitos o
\par}{\phpg\posx2267\pvpg\posy1753\absw9580\absh8151 \sl-415 \f10 \fs21 \cf0 falta
de cultura. Se genera diariamente, en todos los entornos: en la escuela,
la
oficina, la fbrica, la casa, entre otros.
\fi360 A veces por malos hbitos no se realiza un esfuerzo mayor para
no generar
\par}{\phpg\posx2267\pvpg\posy1753\absw9580\absh8151 \sl-415 \f10 \fs21 \cf0 basura
o bien, para evitar que se mezcle y acumule. Generalmente, en los ambientes
escuelas, fbricas, oficinas y hasta en la casa, hay personas que se encargan de
recolectar la basura, concentrarla en un solo lugar y hacerla llegar a algn centro
de
\par}{\phpg\posx2267\pvpg\posy1753\absw9580\absh8151 \sl-412 \f10 \fs21 \cf0 acopio
o un tiradero. Sin embargo, existe una gran cantidad de basura que se acumula
\par}{\phpg\posx2267\pvpg\posy1753\absw9580\absh8151 \sl-415 \f10 \fs21 \cf0 en las
calles sin que alguna persona se haga cargo de eliminarla.
\fi360 El hombre ha buscado por muchos medios, tratar de "desaparecer" la basura,
para
sta no le genere problemas mayores y as ha inventado, la incineracin,
la
pepena, los entierros, la compactacin y la trituracin y el reciclaje,
entre otros
mtodos. Sin embargo, casi todos los mtodos implican una inversin
fuerte de
\par}{\phpg\posx2267\pvpg\posy1753\absw9580\absh8151 \sl-415 \f10 \fs21 \cf0 dinero
y por otra parte, no se han obtenido los resultados ptimos para la desaparicin
los desechos. No se incluye el manejo de todos los
residuos.
w}{\ul w}{\ul w}{\ul .}{\ul v}{\ul i}{\ul t}{\ul a}{\ul l}{\ul i}{\ul s}{\ul .}{\ul
n}{\ul e}{\ul t}{\ul /}{\ul G}{\ul l}{\ul o}{\ul s}{\ul a}{\ul r}{\ul i}{\ul o}{\ul
b}{\ul .}{\ul h}{\ul t}{\ul m}{\ul #}{\ul A}{\ul m}{\ul b}{\ul i}{\ul e}{\ul n}{\ul
t}{\ul e}). \par
}
\fs21 \cf0 La Contaminacin
\cf0 \fi719 La basura puede generar lo que se define como contaminacin que no es
otra
la presencia de sustancias exgenas en los sistemas naturales, los agro

ecosistemas o los ecosistemas humanos, que ocasionan alteraciones en su estructura
y
funcionamiento. Dependiendo del medio afectado, la contaminacin puede ser
atmosfrica, acutica o del suelo. Dependiendo del tipo de contaminante, tambin se
\par
}
30 \par
}
ffd8ffe000104a46494600010100000100010000ffdb004300010101010101010101010101010101010
10101010101010101010101010101010101010101010101010101010101010101010101010101010101
010101010101ffdb0043010101010101010101010101010101010101010101010101010101010101010
1010101010101010101010101010101010101010101010101010101010101010101ffc0001108031802
6403012200021101031101ffc4001f00000105010101010101000000000000000001020304050607080
90a0bffc400b5100002010303020403050504040000017d010203000411051221314106135161072271
14328191a1082342b1c11552d1f02433627282090a161718191a25262728292a3435363738393a43444
5464748494a535455565758595a636465666768696a737475767778797a838485868788898a92939495
0102030405060708090a0bffc400b511000201020404030407050404000102770001020311040521310
61241510761711322328108144291a1b1c109233352f0156272d10a162434e125f11718191a26272829
2a35363738393a434445464748494a535455565758595a636465666768696a737475767778797a82838
0028a28a0028a28a0028a28a0028a28a0028a28
28a0028a28a0028a28a0028a28a0028a28a0028a28a00ffd9
\fs21 \cf0 describen tipos ms especficos, tales como la contaminacin bacteriana,
alimentaria,
electromagntica, industrial, qumica, radiactiva, trmica y snica. Para
prevenir la
contaminacin se debe realizar el uso racional y sostenible de los recursos
naturales
\par}{\phpg\posx2267\pvpg\posy1753\absw9468\absh6157 \sl-412 \f10 \fs21 \cf0 y el
ambiente, que se define como conservacin ambiental. La cual entre sus
objetivos se encuentra garantizar la persistencia de las especies y los ecosistemas
y
mejorar la calidad de vida de las poblaciones, para el beneficio de la
presente y
futuras generaciones. Este trabajo no es fcil de realizar, por lo que
debe ir
acompaado de la Educacin Ambiental, la cual es un proceso
progresivo,
permanente y coherente, dirigido a la formacin de conocimientos, valores
y
conductas en las poblaciones humanas. Entre muchos propsitos, esta puede ayudar a
prevenir o resarcir los daos al ambiente, formar a los individuos sobre el valor
de los
\par}{\phpg\posx2267\pvpg\posy1753\absw9468\absh6157 \sl-412 \f10 \fs21 \cf0 bienes
y los servicios ambientales, concienciar sobre el papel de las comunidades,
manifestndose con respeto a los seres vivos y el medio que los rodea
y
sensibilizando a los diferentes actores de las comunidades rurales y urbanas, en
torno
\par}{\phpg\posx2267\pvpg\posy1753\absw9468\absh6157 \sl-415 \f10 \fs21 \cf0 a la
importancia de un ambiente sano, valorando el desarrollo ambiental y
descubriendo todo aquello que lo afecte en mayor o menor grado, hasta el punto de
\par}{\phpg\posx2267\pvpg\posy1753\absw9468\absh6157 \sl-415 \f10 \fs21 \cf0 darse
cuenta de su realidad. \par
}
\cf0 El reciclaje de desechos
\fi720 Una de las alternativas para solucionar el problema de la contaminacin es
por
del reciclaje, proceso en el cual los residuos o materiales de desperdicio son
recolectados y transformados en nuevos materiales que pueden ser
utilizados o
vendidos como nuevos productos o materias primas. Como por ejemplo el papel, el
cartn, el vidrio, y los metales, entre otros.
\fi720 El reciclaje de los desechos es un proceso que consta de las siguientes
etapas: \par
}
}
Separar los componentes de la basura en orgnicos e inorgnicos.
Clasificar los componentes inorgnicos en papel, cartn, vidrio y metales. \par
}
31 \par
}
ffd8ffe000104a46494600010100000100010000ffdb004300010101010101010101010101010101010
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010101010101ffdb0043010101010101010101010101010101010101010101010101010101010101010
1010101010101010101010101010101010101010101010101010101010101010101ffc0001108031802
6403012200021101031101ffc4001f00000105010101010101000000000000000001020304050607080
90a0bffc400b5100002010303020403050504040000017d010203000411051221314106135161072271
14328191a1082342b1c11552d1f02433627282090a161718191a25262728292a3435363738393a43444
5464748494a535455565758595a636465666768696a737475767778797a838485868788898a92939495
0102030405060708090a0bffc400b511000201020404030407050404000102770001020311040521310
61241510761711322328108144291a1b1c109233352f0156272d10a162434e125f11718191a26272829
2a35363738393a434445464748494a535455565758595a636465666768696a737475767778797a82838
0028a28a0028a28a0028a28a0028a28a0028a28
28a0028a28a0028a28a0028a28a0028a28a0028a28a00ffd9
\bullet }\f40 \fs17 \cf0 \par
}
}
Llevar todos estos materiales a las industrias correspondientes que los
reciclan.
Procesar cada material de desecho con un tratamiento adecuado.
w}{\ul w}{\ul w}{\ul .}{\ul v}{\ul i}{\ul t}{\ul a}{\ul l}{\ul i}{\ul s}{\ul .}{\ul
n}{\ul e}{\ul t}{\ul /}{\ul G}{\ul l}{\ul o}{\ul s}{\ul a}{\ul r}{\ul i}{\ul o}{\ul
b}{\ul .}{\ul h}{\ul t}{\ul m}{\ul #}{\ul A}{\ul m}{\ul b}{\ul i}{\ul e}{\ul n}{\ul
t}{\ul e}) \par
}
\cf0 El reciclaje de papel
Consiste en hacer papel, utilizando como materia prima papeles usados o no,
por ejemplo: recortes de papel, cartones y cartulinas, generados durante
los
procesos de fabricacin de estos materiales o de su transformacin en otros
artculos,
tambin generados en imprentas.
El papel reciclado contiene fibras secundarias, es decir, que ya han pasado por
\par}{\phpg\posx2267\pvpg\posy3696\absw9400\absh7268 \sl-412 \f10 \fs21 \cf0 lo
menos una vez por una mquina para hacer papel.
Es importante destacar que la mayora del papel es reciclable, pero existen
excepciones como el papel vegetal, el papel o cartn impregnados con
sustancias
impermeables a la humedad, el papel carbn, el papel sucio cubierto de
grasa o
contaminado con productos qumicos nocivos a la salud y el papel sanitario usado,
por ejemplo: papel higinico, papel toalla, servilletas y pauelos de papel.
En Venezuela las fibras reciclables o secundarias provienen principalmente de
actividades industriales. Las cuales pueden ser recogidas a travs de un sistema de

recoleccin selectiva o a travs del sistema comercial, utilizado desde hace aos,
y
implica al recolector informal de papel, al almacenador, el depositario
de
material y al receptor de fibras secundarias.
El reciclaje de papel presenta dos ventajas: la primera es la reduccin de la
\par}{\phpg\posx2267\pvpg\posy3696\absw9400\absh7268 \sl-412 \f10 \fs21 \cf0 basura
generada, y la segunda es la economa de recursos naturales como por
ejemplo: materia prima, energa y agua. \par
}
\cf0 El reciclaje de plsticos
Se puede clasificar segn cuatro tipos de tecnologas: primaria, secundaria,
terciaria y cuaternaria. \par
}
32 \par
}
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0028a28a0028a28a0028a28a0028a28a0028a28
28a0028a28a0028a28a0028a28a0028a28a0028a28a00ffd9
\fs21 \cf0 {\ul R}{\ul e}{\ul c}{\ul i}{\ul c}{\ul l}{\ul a}{\ul j}{\ul e}{\ul }
{\ul p}{\ul r}{\ul i}{\ul m}{\ul a}{\ul r}{\ul i}{\ul o}{\ul }{\ul o}{\ul }{\ul
p}{\ul r}{\ul e}{\ul -}{\ul c}{\ul o}{\ul n}{\ul s}{\ul u}{\ul m}{\ul o}
Es la recuperacin de estos residuos efectuada en la propia industria
generadora o por otras empresas transformadoras. Consiste en la transformacin de
residuos plsticos mediante tecnologas convencionales de
procesamiento, en
productos con caractersticas equivalentes a las de productos fabricados a partir
de
resinas vrgenes. Esos residuos estn constituidos por artefactos
defectuosos,
descartes provenientes de moldes o de sectores de corte y procesamiento.
El reciclaje pre-consumo se hace con los materiales termoplsticos
provenientes de residuos industriales limpios y de fcil
identificacin, no
contaminados por partculas extraas. El reaprovechamiento de este material
se
realiza en la propia industria generadora de los residuos, o por otros
transformadores.
\par}{\phpg\posx2267\pvpg\posy1753\absw9406\absh5039 \sl-412 \f10 \fs21 \cf0 Se
puede afirmar que en la prctica el 100% de estos residuos se recicla, y la calidad
\par}{\phpg\posx2267\pvpg\posy1753\absw9406\absh5039 \sl-415 \f10 \fs21 \cf0 de los

artculos producidos con este material es en esencia la misma que la obtenida
utilizando resinas vrgenes. \par
}
{\ul R}{\ul e}{\ul c}{\ul i}{\ul c}{\ul l}{\ul a}{\ul j}{\ul e}{\ul }{\ul s}{\ul
e}{\ul c}{\ul u}{\ul n}{\ul d}{\ul a}{\ul r}{\ul i}{\ul o}{\ul }{\ul o}{\ul }{\ul
p}{\ul o}{\ul s}{\ul t}{\ul -}{\ul c}{\ul o}{\ul n}{\ul s}{\ul u}{\ul m}{\ul o}
Es la transformacin de residuos plsticos de productos botados a la basura.
\par}{\phpg\posx2267\pvpg\posy7962\absw9379\absh2058 \sl-412 \f10 \fs21 \cf0 Los
materiales que entran en este grupo provienen de basureros, plantas de
compostaje, sistemas de recoleccin selectiva, chatarra, chiveras. Estn
constituidos
los ms diferentes tipos de material y de resinas, lo cual exige una
buena
separacin, para que puedan ser reaprovechados. \par
}
{\ul R}{\ul e}{\ul c}{\ul i}{\ul c}{\ul l}{\ul a}{\ul j}{\ul e}{\ul }{\ul t}{\ul
e}{\ul r}{\ul c}{\ul i}{\ul a}{\ul r}{\ul i}{\ul o}
\fi719 Es la transformacin de residuos plsticos en productos
qumicos y
combustibles, mediante procesos termoqumicos (pirlisis, conversin
cataltica).
Mediante esos procesos los materiales plsticos son transformados en
materias
primas, que pueden nuevamente originar resinas vrgenes u otras sustancias de
inters
la industria, tales como gases y aceites combustibles. \par
}
33 \par
}
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1010101010101010101010101010101010101010101010101010101010101010101ffc0001108031802
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0102030405060708090a0bffc400b511000201020404030407050404000102770001020311040521310
61241510761711322328108144291a1b1c109233352f0156272d10a162434e125f11718191a26272829
2a35363738393a434445464748494a535455565758595a636465666768696a737475767778797a82838
0028a28a0028a28a0028a28a0028a28a0028a28
28a0028a28a0028a28a0028a28a0028a28a0028a28a00ffd9
\fs21 \cf0 {\ul R}{\ul e}{\ul c}{\ul i}{\ul c}{\ul l}{\ul a}{\ul j}{\ul e}{\ul }
{\ul C}{\ul u}{\ul a}{\ul t}{\ul e}{\ul r}{\ul n}{\ul a}{\ul r}{\ul i}{\ul o}
Consiste en el calentamiento del plstico con el objeto de usar la
energa
trmica liberada de este proceso para llevar a cabo otros procesos, es decir el
plstico
usado como combustible para reciclar energa. Presenta ventajas como por
ejemplo: mucho menos espacio ocupado en los rellenos sanitarios, la recuperacin de

metales y el manejo de diferentes cantidades de desechos. Sin embargo, algunas de
desventajas que presenta es la generacin de contaminantes gaseosos. (A.D.A.N,
\par}{\phpg\posx2267\pvpg\posy1753\absw9390\absh2803 \sl-412 \f10 \fs21 \cf0 1999,
p.187). \par
}
\fs21 \cf0 Es importante sealar que las empresas que se dedican a la recuperacin
y/o
reciclaje de materiales plsticos, una gran parte trabaja apenas con
residuos
industriales, los cuales, cuando provienen de empresas idneas, presentan una muy
\par}{\phpg\posx2267\pvpg\posy5478\absw9736\absh6903 \sl-415 \f10 \fs21 \cf0 buena
calidad, tanto con relacin a homogeneidad, como en cuanto a contaminacin
otros plsticos o materiales. Sin embrago debido al bajo costo de la
materia
\par}{\phpg\posx2267\pvpg\posy5478\absw9736\absh6903 \sl-415 \f10 \fs21 \cf0 prima,
varias empresas pequeas y medianas operan con plsticos recolectados en
basureros, centros de seleccin de basura, chatarreras y "mayoristas en basura",
que
\par}{\phpg\posx2267\pvpg\posy5478\absw9736\absh6903 \sl-415 \f10 \fs21 \cf0 les
compran materiales a los recolectores informales, basura de la industria
y del
comercio. Se sabe inclusive que algunos recicladores utilizan plsticos de
basura
hospitalaria y bolsas u otros recipientes de agroqumicos.
La dificultad en reciclar los residuos plsticos reside en el hecho de que stos
encuentran todos mezclados, lo cual obliga a separar los diferentes tipos, por ser
incompatibles entre s y no poder ser procesados por un equipo
tradicional. Los
recicladores procuran adquirir la materia prima deseada previamente
separada,
\par}{\phpg\posx2267\pvpg\posy5478\absw9736\absh6903 \sl-415 \f10 \fs21 \cf0 aunque
siempre haga falta proceder a una inspeccin ocular para separar los plsticos
indeseados, los cuales invariablemente estn presentes en cada lote recibido.
El reciclaje de los materiales plsticos que se encuentran en la basura urbana
produce algunos beneficios sociales y econmicos para la sociedad, entre los cuales

pueden destacar los siguientes: \par
}
34 \par
}
ffd8ffe000104a46494600010100000100010000ffdb004300010101010101010101010101010101010
10101010101010101010101010101010101010101010101010101010101010101010101010101010101
010101010101ffdb0043010101010101010101010101010101010101010101010101010101010101010
1010101010101010101010101010101010101010101010101010101010101010101ffc0001108031802
6403012200021101031101ffc4001f00000105010101010101000000000000000001020304050607080
90a0bffc400b5100002010303020403050504040000017d010203000411051221314106135161072271
14328191a1082342b1c11552d1f02433627282090a161718191a25262728292a3435363738393a43444
5464748494a535455565758595a636465666768696a737475767778797a838485868788898a92939495
0102030405060708090a0bffc400b511000201020404030407050404000102770001020311040521310
61241510761711322328108144291a1b1c109233352f0156272d10a162434e125f11718191a26272829
2a35363738393a434445464748494a535455565758595a636465666768696a737475767778797a82838
0028a28a0028a28a0028a28a0028a28a0028a28
28a0028a28a0028a28a0028a28a0028a28a0028a28a00ffd9
}
}
}
}
}
Reduccin del volumen de basura recolectada que se enva a los rellenos
sanitarios, con lo cual se propicia un aumento de la vida til de los mismos y
reduccin en el costo del transporte.
Economa de energa y petrleo, pues los plsticos son derivados del
petrleo, y un kilo de plstico equivale a un litro de petrleo de energa.
Generacin de empleos (escarbadores, obreros, almacenadores) con
reduccin de la presin social.
Menor precio a nivel del consumidor, de los artculos producidos con plstico
reciclado.
Mejoras sensibles en el proceso de descomposicin de la materia orgnica en
rellenos sanitarios, debido a que el plstico impermeabiliza las capas de
material en descomposicin, perjudicando la circulacin de gases y lquidos. \par
}
\cf0 El reciclaje del vidrio
El vidrio es reciclable en un 100% y durante el proceso de fusin no
se
produce prdida de material. Con cada tonelada de fragmentos de vidrio limpio, se
obtiene otra tonelada de vidrio nuevo. La inclusin de cascos (vidrio desechado) en
el
proceso normal de fabricacin de vidrio, ahorra sensiblemente los costos
de
produccin en trminos de aceite combustible y electricidad, apenas
en la
elaboracin. Para cada 10% de vidrio reciclado en la mezcla, se economiza un 2,5 %
\par}{\phpg\posx2268\pvpg\posy7229\absw9337\absh6149 \sl-412 \f10 \fs21 \cf0 de la
energa necesaria para la fusin en los altos hornos industriales.
Para los municipios ubicados en la proximidad de fbricas de vidrio, la mejor
\par}{\phpg\posx2268\pvpg\posy7229\absw9337\absh6149 \sl-412 \f10 \fs21 \cf0 forma
de realizar el reciclaje es la de quebrar los productos de vidrio y venderlos en
de casco, directamente a las fbricas. Para lograr un mejor precio de venta de
\par}{\phpg\posx2268\pvpg\posy7229\absw9337\absh6149 \sl-412 \f10 \fs21 \cf0 ese
vidrio quebrado se debe realizar la entrega del mismo a las industrias luego de
limpiarlo (remocin de aros, metales y material inorgnico), lavarlo y mejor
todava
\par}{\phpg\posx2268\pvpg\posy7229\absw9337\absh6149 \sl-412 \f10 \fs21 \cf0 luego
de clasificarlo por colores.
La alcalda que no tenga recursos para (o no quiera) invertir en una planta de
tratamiento del vidrio, puede venderlo sucio a empresas especializadas en
este
tratamiento. Los municipios distantes de las fbricas de vidrio, y cuyo
costo de \par
}
35 \par
}
ffd8ffe000104a46494600010100000100010000ffdb004300010101010101010101010101010101010
10101010101010101010101010101010101010101010101010101010101010101010101010101010101
010101010101ffdb0043010101010101010101010101010101010101010101010101010101010101010
1010101010101010101010101010101010101010101010101010101010101010101ffc0001108031802
6403012200021101031101ffc4001f00000105010101010101000000000000000001020304050607080
90a0bffc400b5100002010303020403050504040000017d010203000411051221314106135161072271
14328191a1082342b1c11552d1f02433627282090a161718191a25262728292a3435363738393a43444
5464748494a535455565758595a636465666768696a737475767778797a838485868788898a92939495
0102030405060708090a0bffc400b511000201020404030407050404000102770001020311040521310
61241510761711322328108144291a1b1c109233352f0156272d10a162434e125f11718191a26272829
2a35363738393a434445464748494a535455565758595a636465666768696a737475767778797a82838
0028a28a0028a28a0028a28a0028a28a0028a28
28a0028a28a0028a28a0028a28a0028a28a0028a28a00ffd9
\fs21 \cf0 transporte puede hacer antieconmica la venta de cascos de vidrio a las
industrias
tradicionales de envases pueden venderlo para otras finalidades.
En ciertas ocasiones el valor de venta puede ser atractivo, en caso de que la
industria local est trayendo de lejos su materia prima. Es importante destacar que

Venezuela cuenta con 70 microempresas de acopio y/o tratamiento de vidrio para

reciclar; y con programas comunitarios que facilitan el retorno del
vidrio para
reciclar. (A.D.A.N, 1999, p.201). \par
}
\cf0 Empresas de Venezuela encargadas del reciclaje
\fi720 En el pas existen diversas empresas que se encargan del reciclaje de
vidrio,
\par}{\phpg\posx2267\pvpg\posy4937\absw9453\absh8145 \sl-412 \f10 \fs21 \cf0 papel,
aluminio, plstico.
\fi720 Owens Illinois es una empresa pionera en la construccin de una cultura del
reciclaje de vidrio en Venezuela y ha logrado que un amplio universo de personas y
organizaciones pblicas y privadas se conviertan en precursores de esta
iniciativa.
Comparten con ellos visiones y criterios comunes sobre el valor de
conservar el
ambiente para garantizar el futuro de las nuevas generaciones. Entre
otras
empresas encargadas de recuperar vidrio se encuentran: Recuperadora de
vidrios
\par}{\phpg\posx2267\pvpg\posy4937\absw9453\absh8145 \sl-415 \f10 \fs21 \cf0 Revive
y Vitreca.
Plsticos Sunplast es una empresa encargada de reciclar diversos tipos de

plsticos, como por ejemplo: vasos, platos y cubiertos de plstico
livianos y
desechables, rejillas de aire acondicionado, pupitres, muebles, cajas de T.V,
cielos
\par}{\phpg\posx2267\pvpg\posy4937\absw9453\absh8145 \sl-412 \f10 \fs21 \cf0 rasos,
sillas, puertas y lminas, tacones, casetes y pinzas. Induper y Plsticos Ruiz son
\par}{\phpg\posx2267\pvpg\posy4937\absw9453\absh8145 \sl-415 \f10 \fs21 \cf0 otras
de las empresas encargadas de reciclar plstico en Venezuela.
Transpaca Manpa C.A es una empresa recuperadora de pulpa y papel que compra
diversos tipos de materiales, como por ejemplo: papeles blancos y de
color,
cuadernos, libros, carpetas, tarjetas, peridicos, revistas, guas de
telfonos,
servilletas usadas y toallas sanitarias de mano. Entre otras empresas encargadas de

recuperar papel se encuentran: Fibras Industriales de Venezuela S.A Cartn
de
Venezuela, Papeles Venezolanos C.A. \par
}
36 \par
}
ffd8ffe000104a46494600010100000100010000ffdb004300010101010101010101010101010101010
10101010101010101010101010101010101010101010101010101010101010101010101010101010101
010101010101ffdb0043010101010101010101010101010101010101010101010101010101010101010
1010101010101010101010101010101010101010101010101010101010101010101ffc0001108031802
6403012200021101031101ffc4001f00000105010101010101000000000000000001020304050607080
90a0bffc400b5100002010303020403050504040000017d010203000411051221314106135161072271
14328191a1082342b1c11552d1f02433627282090a161718191a25262728292a3435363738393a43444
5464748494a535455565758595a636465666768696a737475767778797a838485868788898a92939495
0102030405060708090a0bffc400b511000201020404030407050404000102770001020311040521310
61241510761711322328108144291a1b1c109233352f0156272d10a162434e125f11718191a26272829
2a35363738393a434445464748494a535455565758595a636465666768696a737475767778797a82838
0028a28a0028a28a0028a28a0028a28a0028a28
28a0028a28a0028a28a0028a28a0028a28a0028a28a00ffd9
\f10 \fs21 \cf0 Regeveca y corporacin metalrgica C.A es una empresa que recibe
todo tipo
chatarra de diferentes metales. (Ministerio del Ambiente y de los
Recursos
Naturales Renovables, Cartilla de Educacin Ambiental, p.105).
Es claro saber que la contaminacin es un problema que viene desde muchas
dcadas atrs y que no es algo que se podr resolver de hoy para maana. Se
necesita
\par}{\phpg\posx2267\pvpg\posy1753\absw9503\absh6157 \sl-412 \f10 \fs21 \cf0 mucha
dedicacin y unin para lograr lo que se quiere, sin embargo, no es
algo
imposible, con perseverancia se puede llevar a cabo, lo importante es
crear una
conciencia en todos los seres humanos para sensibilizarlos frente
a este
inconveniente, especialmente a los nios, ya que, son el futuro de Venezuela. Cada
individuo tiene una tarea que cumplir en la sociedad, pero la ms importante es la
del
docente, porque es el encargado de transmitir todos sus conocimientos a
otros y
formarlos de una manera integral para que trabajen por una ptima calidad de vida.
\par}{\phpg\posx2267\pvpg\posy1753\absw9503\absh6157 \sl-415 \f10 \fs21 \cf0 Por
eso es indispensable que tanto los docentes como las dems personas
tengan
presente las leyes y normas que dicta la Ley Orgnica de Educacin, la Ley Orgnica

la Proteccin del Nio y el Adolescente, la Constitucin de la Repblica

Bolivariana de Venezuela y la Ley Orgnica del Ambiente, que sern mencionadas a
continuacin. \par
}
Marco poltico, filosfico y legal que apoya esta investigacin \par
}
\fs21 \cf0 El Estado venezolano, procurando por la conservacin y defensa del medio

ambiente, establece normativas en esta materia, con el fin de mejorar el
espacio
\par}{\phpg\posx2268\pvpg\posy10031\absw9325\absh3550 \sl-412 \f10 \fs21 \cf0 donde
vivimos y hacer tomar conciencia a los ciudadanos de los problemas que causa
basura cuando es mal ubicada y clasificada.
\fi708 En tal sentido, esta investigacin se encuentra sustentada por leyes y
decretos
Venezuela que contemplan normas e informacin importante relacionada con el
\par}{\phpg\posx2268\pvpg\posy10031\absw9325\absh3550 \sl-412 \f10 \fs21 \cf0 tema
en cuestin.
\fi707 La Ley Orgnica de Educacin (1980), en el artculo 17 seala que
la
Educacin Preescolar constituye la fase previa al nivel de Educacin Bsica y que
\par}{\phpg\posx2268\pvpg\posy10031\absw9325\absh3550 \sl-415 \f10 \fs21 \cf0 sta
tiene como finalidad asistir y proteger al nio en su crecimiento y desarrollo y
\par
}
37 \par
}
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10101010101010101010101010101010101010101010101010101010101010101010101010101010101
010101010101ffdb0043010101010101010101010101010101010101010101010101010101010101010
1010101010101010101010101010101010101010101010101010101010101010101ffc0001108031802
6403012200021101031101ffc4001f00000105010101010101000000000000000001020304050607080
90a0bffc400b5100002010303020403050504040000017d010203000411051221314106135161072271
14328191a1082342b1c11552d1f02433627282090a161718191a25262728292a3435363738393a43444
5464748494a535455565758595a636465666768696a737475767778797a838485868788898a92939495
0102030405060708090a0bffc400b511000201020404030407050404000102770001020311040521310
61241510761711322328108144291a1b1c109233352f0156272d10a162434e125f11718191a26272829
2a35363738393a434445464748494a535455565758595a636465666768696a737475767778797a82838
0028a28a0028a28a0028a28a0028a28a0028a28
28a0028a28a0028a28a0028a28a0028a28a0028a28a00ffd9
\fs21 \cf0 orientarlo en las experiencias socioeducativas propias de la edad; as
mismo, atender
\par}{\phpg\posx2267\pvpg\posy1753\absw9450\absh9881 \sl-412 \f10 \fs21 \cf0 sus
necesidades e intereses en las reas de la actividad fsica, afectiva, de
inteligencia,
voluntad, de moral, de ajuste social, de expresin de su pensamiento y desarrollo
\par}{\phpg\posx2267\pvpg\posy1753\absw9450\absh9881 \sl-412 \f10 \fs21 \cf0 de su
creatividad, destrezas y habilidades bsicas y le ofrecer, como complemento
ambiente familiar, la asistencia pedaggica y social que requiera para su

desarrollo integral.
De igual forma la presente Ley, en sus artculos 73 y 74 indican que
la
comunidad educativa es una institucin formada por docentes, padres, representantes

alumnos del plantel, as como tambin, cualquier persona de la comunidad
en
general. Tendr la finalidad de contribuir materialmente, de acuerdo con
sus
posibilidades, a las programaciones y a la conservacin y mantenimiento del
plantel.
\par}{\phpg\posx2267\pvpg\posy1753\absw9450\absh9881 \sl-412 \f10 \fs21 \cf0 Su
actuacin ser democrtica, participativa e integradora del proceso educativo.
La Ley Orgnica para la Proteccin del Nio y el Adolescente (2000), en el
artculo 31, seala el derecho que tienen los nios y adolescentes a un ambiente
sano
ecolgicamente equilibrado, as como la preservacin y disfrute del paisaje. En
el
artculo 55, se expone el derecho que tienen los nios y adolescentes a participar
en el
Proceso de Educacin. Estos tienen el derecho a ser informados y a
participar
activamente en su proceso educativo. El mismo derecho tienen los
padres,
representantes o responsables en relacin al proceso educativo de los
nios y
adolescentes que se encuentren bajo su patria potestad,
representacin o
responsabilidad.
Por su parte La Constitucin de la Repblica Bolivariana de Venezuela (2000)
contiene diversos artculos que sustentan la importancia de esta investigacin.
Entre
\par}{\phpg\posx2267\pvpg\posy1753\absw9450\absh9881 \sl-415 \f10 \fs21 \cf0 estos
se encuentran los artculos 107, 127 y 129, los cuales resaltan la trascendencia
ambiente y por ende, plantean la obligatoriedad de la educacin ambiental
en
los niveles y modalidades del sistema educativo, donde el Estado es el principal
encargado de promover su conservacin, junto con la ayuda de todos los
ciudadanos. \par
}
38 \par
}
ffd8ffe000104a46494600010100000100010000ffdb004300010101010101010101010101010101010
10101010101010101010101010101010101010101010101010101010101010101010101010101010101
010101010101ffdb0043010101010101010101010101010101010101010101010101010101010101010
1010101010101010101010101010101010101010101010101010101010101010101ffc0001108031802
6403012200021101031101ffc4001f00000105010101010101000000000000000001020304050607080
90a0bffc400b5100002010303020403050504040000017d010203000411051221314106135161072271
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5464748494a535455565758595a636465666768696a737475767778797a838485868788898a92939495
0102030405060708090a0bffc400b511000201020404030407050404000102770001020311040521310
61241510761711322328108144291a1b1c109233352f0156272d10a162434e125f11718191a26272829
2a35363738393a434445464748494a535455565758595a636465666768696a737475767778797a82838
0028a28a0028a28a0028a28a0028a28a0028a28
28a0028a28a0028a28a0028a28a0028a28a0028a28a00ffd9
\fs21 \cf0 El artculo 107 seala que:
\cf0 \fi671 La educacin ambiental es obligatoria en los niveles y
\fi671 modalidades del sistema educativo, as como tambin en la
\fi671 educacin ciudadana no formal. Es de obligatorio cumplimiento en
\fi671 las instituciones pblicas y privadas, hasta el ciclo diversificado,
\fi671 la enseanza de la lengua castellana{\field{\*\fldinst SYMBOL 188 \\f Symbol
}}
\cf0 \fi671 Por su parte el artculo 127 menciona:
\cf0 \fi671 Es un derecho y un deber de cada generacin proteger y mantener
\fi671 el ambiente en beneficio de s misma y del mundo futuro. Toda
\fi672 persona tiene derecho individual y colectivamente a disfrutar de
\fi672 una vida y de un ambiente seguro, sano y ecolgicamente
\fi672 equilibrado{\field{\*\fldinst SYMBOL 188 \\f Symbol }}
\cf0 \fi672 El artculo 129 afirma:
\cf0 \fi672 Todas las actividades susceptibles de generar daos a
los
\fi672 ecosistemas deben ser previamente acompaadas de estudios de
\fi672 impacto ambiental y sociocultural. El estado impedir la entrada al
\fi672 pas de desechos txicos y peligrosos, as como la fabricacin y
\fi672 uso de armas nucleares{\field{\*\fldinst SYMBOL 188 \\f Symbol }}
\cf0 \fi491 Los artculos 1, 2 y 3 de la Ley Orgnica del Ambiente (1976),
establecen
sta tiene por objeto establecer dentro de la poltica del desarrollo integral de
Nacin, los principios rectores para la conservacin, defensa y mejoramiento
ambiente en beneficio de la calidad de vida. Asimismo, estos tres ltimos
aspectos comprendern la creacin, proteccin, conservacin y mejoramiento de
parques nacionales, reservas forestales, monumentos naturales,
zonas
protectoras, entre otras. El control, reduccin o eliminacin de factores, procesos

componentes del ambiente que sean o puedan ocasionar perjuicios a la vida del
hombre y de los dems seres. La orientacin de los procesos educativos
y
culturales a fin de fomentar conciencia ambiental. El fomento de
iniciativas
pblicas y privadas que estimulen la participacin ciudadana en los problemas
relacionados con el ambiente.
\fi492 Es de suma importancia tomar en cuenta, lo que explican las leyes

mencionadas anteriormente, en especial porque el problema de la basura en
\par
}
39 \par
}
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10101010101010101010101010101010101010101010101010101010101010101010101010101010101
010101010101ffdb0043010101010101010101010101010101010101010101010101010101010101010
1010101010101010101010101010101010101010101010101010101010101010101ffc0001108031802
6403012200021101031101ffc4001f00000105010101010101000000000000000001020304050607080
90a0bffc400b5100002010303020403050504040000017d010203000411051221314106135161072271
14328191a1082342b1c11552d1f02433627282090a161718191a25262728292a3435363738393a43444
5464748494a535455565758595a636465666768696a737475767778797a838485868788898a92939495
0102030405060708090a0bffc400b511000201020404030407050404000102770001020311040521310
61241510761711322328108144291a1b1c109233352f0156272d10a162434e125f11718191a26272829
2a35363738393a434445464748494a535455565758595a636465666768696a737475767778797a82838
0028a28a0028a28a0028a28a0028a28a0028a28
28a0028a28a0028a28a0028a28a0028a28a0028a28a00ffd9
\fs21 \cf0 nuestro pas, es un problema social y para combatirlo, lo principal es
llevar a
un plan educativo que incluya en todos los aspectos la preocupacin y el
inters por el medio ambiente, ya que, gracias a este es ser humano tiene vida.
\par}{\phpg\posx2495\pvpg\posy1753\absw8831\absh2058 \sl-412 \f10 \fs21 \cf0 Para
esto tambin es importante tomar en cuenta, la fundamentacin del
currculo de Educacin Inicial y la Concepcin de la nia y el nio entre 0 y 6
\par}{\phpg\posx2495\pvpg\posy1753\absw8831\absh2058 \sl-412 \f10 \fs21 \cf0 aos
de edad, del cual se hablar a continuacin. \par
}
{\phpg\posx2987\pvpg\posy4659\absw4037\absh192 \f10 \fs21 \cf0 \f10 \fs21 \cf0 El
reciclaje segn la educacin inicial \par
}
\fs21 \cf0 En la Educacin Inicial el entorno social y cultural es fundamental
para el
desarrollo infantil, y en ese entorno, se concibe a las nias y los nios como
seres
humanos, sujetos de derecho, que poseen un potencial de desarrollo que les
permitir
avanzar etapas sucesivas a travs de las cuales se irn produciendo los cambios que
\par}{\phpg\posx2267\pvpg\posy5478\absw9458\absh7648 \sl-412 \f10 \fs21 \cf0 habrn

de conducirlas (os) hasta la adolescencia y la adultez.
Aunque cada nio y nia tiene su propio ritmo y su estilo de desarrollo y
aprendizaje, se caracterizan por su curiosidad, su sensibilidad, su espontaneidad y
una
permanente observacin, exploracin e investigacin de su ambiente. Las actividades
\par}{\phpg\posx2267\pvpg\posy5478\absw9458\absh7648 \sl-412 \f10 \fs21 \cf0 de su

vida diaria en los diferentes espacios de interaccin social (hogar, maternal,
\par}{\phpg\posx2267\pvpg\posy5478\absw9458\absh7648 \sl-412 \f10 \fs21 \cf0 centro
preescolar, centros de educacin inicial y de atencin integral, parques,
reuniones familiares o infantiles) les permitirn integrarse progresivamente
como
miembros de una familia, de una escuela, de una colectividad.
Dentro de esta concepcin el entorno del nio y la nia se aprecia con un
sentido ecolgico, siguiendo a Brofenbrener (1.987), considerando todo lo que lo
(a)
\par}{\phpg\posx2267\pvpg\posy5478\absw9458\absh7648 \sl-415 \f10 \fs21 \cf0 rodea
y lo (a) afecta directa e indirectamente: la familia, los hogares de
atencin
integral, los centros de Educacin Inicial, los adultos significativos, la
comunidad, la
garanta de sus derechos, la cultura, los medios de comunicacin social,
las
previsiones y acciones para la proteccin integral, adems de los espacios fsicos
y
naturales que condicionan su desarrollo. De all deriva una prctica educativa que
considere las mltiples variables o entornos (y sus interacciones) que influyen
para
\par}{\phpg\posx2267\pvpg\posy5478\absw9458\absh7648 \sl-415 \f10 \fs21 \cf0 que el
desarrollo se produzca en forma integral y armnica: la familia, la escuela, los
\par
}
40 \par
}
ffd8ffe000104a46494600010100000100010000ffdb004300010101010101010101010101010101010
10101010101010101010101010101010101010101010101010101010101010101010101010101010101
010101010101ffdb0043010101010101010101010101010101010101010101010101010101010101010
1010101010101010101010101010101010101010101010101010101010101010101ffc0001108031802
6403012200021101031101ffc4001f00000105010101010101000000000000000001020304050607080
90a0bffc400b5100002010303020403050504040000017d010203000411051221314106135161072271
14328191a1082342b1c11552d1f02433627282090a161718191a25262728292a3435363738393a43444
5464748494a535455565758595a636465666768696a737475767778797a838485868788898a92939495
0102030405060708090a0bffc400b511000201020404030407050404000102770001020311040521310
61241510761711322328108144291a1b1c109233352f0156272d10a162434e125f11718191a26272829
2a35363738393a434445464748494a535455565758595a636465666768696a737475767778797a82838
0028a28a0028a28a0028a28a0028a28a0028a28
28a0028a28a0028a28a0028a28a0028a28a0028a28a00ffd9
\fs21 \cf0 centros de cuidado, las leyes de proteccin infantil, las
condiciones sociales y
econmicas. Influencias que an cuando sean indirectas afectan el desarrollo. Por
lo
\par}{\phpg\posx2267\pvpg\posy1753\absw9445\absh9881 \sl-415 \f10 \fs21 \cf0 cual
la prctica educativa debe estar abierta a la familia y la comunidad de manera
\par}{\phpg\posx2267\pvpg\posy1753\absw9445\absh9881 \sl-412 \f10 \fs21 \cf0 que se
produzcan interacciones positivas que favorezcan el desarrollo y aprendizaje
nio y la nia. (Bases curriculares de la educacin inicial, 2005).
Bronfenbrenner (1.987) destaca la influencia que tiene el entorno social sobre
individuo en desarrollo, y especficamente resalta la interaccin entre
ambos
(individuo - contexto social), como un proceso generador de cambios.
A partir del contexto cultural concibe el desarrollo como "una acomodacin
progresiva entre el organismo en crecimiento y los entornos cambiantes en el cual
\par}{\phpg\posx2267\pvpg\posy1753\absw9445\absh9881 \sl-415 \f10 \fs21 \cf0 vive y
crece". Esos entornos cambiantes son el ambiente ecolgico de la persona en
desarrollo.
Al nivel interno lo llam: microsistema, conjunto de interacciones que
influyen en el desarrollo dentro del entorno inmediato, a ste corresponde: la
familia,
escuela, los centros de cuidado infantil. En el siguiente nivel, mesosistema, en
\par}{\phpg\posx2267\pvpg\posy1753\absw9445\absh9881 \sl-412 \f10 \fs21 \cf0 este,
se dan las interacciones entre los microsistemas, entre la familia y la escuela, la

familia y los cuidadores. El tercer nivel, ecosistema, son los sucesos
que ejercen
influencia indirecta en el desarrollo, an cuando los nios y nias no
participen
directamente en la interaccin; en este orden estn las relaciones de trabajo de
los
padres, las acciones de la comunidad educativa y otras significativas
para el
desarrollo infantil. (Brofenbrener, 1.987, p 15).
La teora de Bronfenbrenner sustenta este trabajo de investigacin, ya que, lo
se quiere lograr en el preescolar "Mi Casita de Colores", es generar
una
conciencia ambiental en los nios, docentes, personal obrero, padres, representante
y
\par}{\phpg\posx2267\pvpg\posy1753\absw9445\absh9881 \sl-412 \f10 \fs21 \cf0 otros
individuos cercanos para que se utilice el reciclaje como medio para disminuir
cantidad de basura que se desecha diariamente y para reutilizar muchos materiales
pueden ser tiles en los salones de clase. \par
}
41 \par
}
ffd8ffe000104a46494600010100000100010000ffdb004300010101010101010101010101010101010
10101010101010101010101010101010101010101010101010101010101010101010101010101010101
010101010101ffdb0043010101010101010101010101010101010101010101010101010101010101010
1010101010101010101010101010101010101010101010101010101010101010101ffc0001108031802
6403012200021101031101ffc4001f00000105010101010101000000000000000001020304050607080
90a0bffc400b5100002010303020403050504040000017d010203000411051221314106135161072271
14328191a1082342b1c11552d1f02433627282090a161718191a25262728292a3435363738393a43444
5464748494a535455565758595a636465666768696a737475767778797a838485868788898a92939495
0102030405060708090a0bffc400b511000201020404030407050404000102770001020311040521310
61241510761711322328108144291a1b1c109233352f0156272d10a162434e125f11718191a26272829
2a35363738393a434445464748494a535455565758595a636465666768696a737475767778797a82838
0028a28a0028a28a0028a28a0028a28a0028a28
28a0028a28a0028a28a0028a28a0028a28a0028a28a00ffd9
\f10 \fs21 \cf0 CAPTULO III
MARCO METODOLGICO \par
}
\fs21 \cf0 En el siguiente captulo se presentar el tipo de metodologa
y el de
investigacin que sustenta este trabajo, donde se plantear la
justificacin de su
escogencia. Tambin se explicarn sus fases, en las cuales se
desarrollarn las
actividades y/o acciones que se desean llevar a cabo, iniciando con el diagnstico,

siguiendo con el desarrollo y culminando con el cierre.
\fi540 Por otra parte se describir la poblacin con la que se trabajar, y las
tcnicas e
instrumentos utilizados para recopilar la informacin necesaria, de modo
que se
\par}{\phpg\posx2267\pvpg\posy4532\absw9377\absh3429 \sl-412 \f10 \fs21 \cf0 puedan
planificar las actividades a travs de un cronograma especfico, el cual
tambin estar expuesto en este captulo. \par
}
\fs21 \cf0 Marco Epistemolgico
\fi540 El diseo del presente trabajo de investigacin se enmarca en la metodologa

cualitativa, la cual se refiere en su ms amplio sentido a la investigacin que
produce
\par}{\phpg\posx2267\pvpg\posy8827\absw9434\absh3793 \sl-415 \f10 \fs21 \cf0 datos
descriptivos, como por ejemplo: las propias palabras de las personas, habladas o
escritas y la conducta observable. En ste tambin se desarrollan conceptos,
teoras,
hiptesis y preguntas, a travs del diseo de una investigacin holstica, en donde
el
investigador considera al escenario, las personas o grupos como un todo, tratando
de
comprenderlas en su desenvolvimiento con el entorno en el cual se
encuentran y
\par}{\phpg\posx2267\pvpg\posy8827\absw9434\absh3793 \sl-412 \f10 \fs21 \cf0 buscar
una comprensin de las perspectivas de otras personas. (Taylor S.J, Bogdan R,
1.992,pg 20). \par
}
42 \par
}
ffd8ffe000104a46494600010100000100010000ffdb004300010101010101010101010101010101010
10101010101010101010101010101010101010101010101010101010101010101010101010101010101
010101010101ffdb0043010101010101010101010101010101010101010101010101010101010101010
1010101010101010101010101010101010101010101010101010101010101010101ffc0001108031802
6403012200021101031101ffc4001f00000105010101010101000000000000000001020304050607080
90a0bffc400b5100002010303020403050504040000017d010203000411051221314106135161072271
14328191a1082342b1c11552d1f02433627282090a161718191a25262728292a3435363738393a43444
5464748494a535455565758595a636465666768696a737475767778797a838485868788898a92939495
0102030405060708090a0bffc400b511000201020404030407050404000102770001020311040521310
61241510761711322328108144291a1b1c109233352f0156272d10a162434e125f11718191a26272829
2a35363738393a434445464748494a535455565758595a636465666768696a737475767778797a82838
0028a28a0028a28a0028a28a0028a28a0028a28
28a0028a28a0028a28a0028a28a0028a28a0028a28a00ffd9
\f10 \fs21 \cf0 El investigador es humanista, es sensible a los efectos
que causan sobre las
personas que son objeto de estudio y se colocan en la posicin del otro,
interactuando
los informantes de un modo natural, identificndose con ellos y enfocndose en
principio de que todos los escenarios y las personas son dignos de estudio, debido
a
son a la vez similares y nicos. Lo cual afirma que este mtodo sea
el ms
pertinente durante la ejecucin de la investigacin, dado que en sta se plantea
el
estudio de la realidad tal como otros la experimentan, y a partir de sta se
tomarn
\par}{\phpg\posx2267\pvpg\posy1753\absw9544\absh9521 \sl-412 \f10 \fs21 \cf0 nuevas
acciones para tratar de solucionar las necesidades demostradas, en este caso
los nios, maestras y representantes del preescolar "Mi Casita De
Colores".
(Taylor S, Bogdan R, 1.992,pg 20).
\fi540 Esta investigacin cualitativa opta por el mtodo inductivo, el cual parte
de los
\par}{\phpg\posx2267\pvpg\posy1753\absw9544\absh9521 \sl-415 \f10 \fs21 \cf0 datos
para llegar a la teora, desde definiciones que envuelven el proceso y en l se
concretizan, por intuicin y creatividad durante el proceso, por conceptos
que se
explicitan a travs de las propiedades y relaciones, por la sntesis holstica y
anlisis
comparativo y por una muestra pequea escogida selectivamente.
\fi540 Tambin se puede decir que el tipo de metodologa utilizada es la Socio-
crtica,
\par}{\phpg\posx2267\pvpg\posy1753\absw9544\absh9521 \sl-415 \f10 \fs21 \cf0 debido
a que con este trabajo de investigacin se pretende realizar una transformacin
educativa, basada en el cambio de actitud, valoracin del desarrollo
ambiental
mediante la sensibilizacin y creacin de una conciencia ecolgica en
cuanto al
reciclaje, en la poblacin (padres, docentes y alumnos) que conforma el preescolar
Casita de Colores".
\fi540 Segn Kurt Lewis (1.944) el tipo de mtodo a utilizar en este trabajo ser
la
Investigacin-Accin, la cual liga el enfoque experimental de la ciencia social
con
programas de accin que respondan a los principales problemas sociales. \par
}
43 \par
}
ffd8ffe000104a46494600010100000100010000ffdb004300010101010101010101010101010101010
10101010101010101010101010101010101010101010101010101010101010101010101010101010101
010101010101ffdb0043010101010101010101010101010101010101010101010101010101010101010
1010101010101010101010101010101010101010101010101010101010101010101ffc0001108031802
6403012200021101031101ffc4001f00000105010101010101000000000000000001020304050607080
90a0bffc400b5100002010303020403050504040000017d010203000411051221314106135161072271
14328191a1082342b1c11552d1f02433627282090a161718191a25262728292a3435363738393a43444
5464748494a535455565758595a636465666768696a737475767778797a838485868788898a92939495
0102030405060708090a0bffc400b511000201020404030407050404000102770001020311040521310
61241510761711322328108144291a1b1c109233352f0156272d10a162434e125f11718191a26272829
2a35363738393a434445464748494a535455565758595a636465666768696a737475767778797a82838
0028a28a0028a28a0028a28a0028a28a0028a28
28a0028a28a0028a28a0028a28a0028a28a0028a28a00ffd9
\f10 \fs21 \cf0 Tipo de investigacin
\fi540 En la investigacin - accin, el quehacer cientfico consiste no
slo en la
comprensin de los aspectos de la realidad existente, sino tambin en la
identificacin
fuerzas sociales y las relaciones que estn detrs de la experiencia humana.
\par}{\phpg\posx2267\pvpg\posy1762\absw9480\absh9884 \sl-412 \f10 \fs21 \cf0 Ofrece
otras ventajas derivadas de la prctica misma, ya que permite la generacin
nuevos conocimientos al investigador y a los grupos involucrados, la movilizacin
\par}{\phpg\posx2267\pvpg\posy1762\absw9480\absh9884 \sl-412 \f10 \fs21 \cf0 y el
reforzamiento de las organizaciones y finalmente, el mejor empleo de
los
recursos disponibles en base al anlisis crtico de las necesidades y las opciones
de
cambio. Los resultados se prueban en la realidad elaborando orientaciones para los
procesos de accin o las modificaciones de los procesos precedentes.
\fi540 Por su parte Moser en el ao 1.994 seala que la investigacin - accin, se
basa
cuestiones de mejora y cambio social. Uno de sus objetivos principales es aclarar
intenciones de la gente que acta y analizar las relaciones de comunicacin y de
estructuras sociales a partir de sus acciones. Se trata de conocer la forma en que
la
\par}{\phpg\posx2267\pvpg\posy1762\absw9480\absh9884 \sl-415 \f10 \fs21 \cf0 gente
interpreta las estructuras sociales para desarrollar actividades comunes, a travs
sus organizaciones. La concientizacin es una idea central y meta en la
investigacin - accin, tanto en la produccin de conocimientos como en
las
experiencias concretas de accin.
\fi540 Mediante este trabajo de investigacin se desea lograr un cambio de conducta
\par}{\phpg\posx2267\pvpg\posy1762\absw9480\absh9884 \sl-415 \f10 \fs21 \cf0 tanto

de los nios, como de los docentes y representantes del preescolar "Mi Casita
\par}{\phpg\posx2267\pvpg\posy1762\absw9480\absh9884 \sl-412 \f10 \fs21 \cf0 De
Colores", hacia el aprovechamiento y reutilizacin de los desperdicios,
para
elaborar materiales didcticos o sencillamente para separarla debidamente, de modo
pueda ser recolectada y aprovechada por una empresa recicladora. Con lo que se
\par}{\phpg\posx2267\pvpg\posy1762\absw9480\absh9884 \sl-415 \f10 \fs21 \cf0 busca
concientizarlos y hacerles ver la importancia que tiene la conservacin
del
ambiente, utilizando al reciclaje como un instrumento. \par
}
44 \par
}
ffd8ffe000104a46494600010100000100010000ffdb004300010101010101010101010101010101010
10101010101010101010101010101010101010101010101010101010101010101010101010101010101
010101010101ffdb0043010101010101010101010101010101010101010101010101010101010101010
1010101010101010101010101010101010101010101010101010101010101010101ffc0001108031802
6403012200021101031101ffc4001f00000105010101010101000000000000000001020304050607080
90a0bffc400b5100002010303020403050504040000017d010203000411051221314106135161072271
14328191a1082342b1c11552d1f02433627282090a161718191a25262728292a3435363738393a43444
5464748494a535455565758595a636465666768696a737475767778797a838485868788898a92939495
0102030405060708090a0bffc400b511000201020404030407050404000102770001020311040521310
61241510761711322328108144291a1b1c109233352f0156272d10a162434e125f11718191a26272829
2a35363738393a434445464748494a535455565758595a636465666768696a737475767778797a82838
0028a28a0028a28a0028a28a0028a28a0028a28
28a0028a28a0028a28a0028a28a0028a28a0028a28a00ffd9
\f10 \fs21 \cf0 Fases de la investigacin
\fi360 1) Eleccin del Centro Educativo:
\fi479 El Proyecto de Investigacin "El reciclaje como instrumento
para la
concientizacin de la conservacin del ambiente" se llevar a cabo en el preescolar

Casita De Colores", ubicado en la Parroquia San Juan.
\fi542 Los participantes sern 66 nios, pertenecientes al nivel de
preescolar, sus
representantes, las 4 docentes, y 1 auxiliar. \par
}
\fs21 \cf0 2) Caso a investigar:
\fi540 El Preescolar "Mi Casita De Colores" est conformado por 4 aulas,
1 de
Maternal y 3 de Preescolar. nicamente se trabajar con las 3 aulas de preescolar,
es
con los grupos 1,2 y 3.
\fi540 El grupo 1, est conformado por 28 nios en edades comprendidas entre 3 y 4
\par}{\phpg\posx2267\pvpg\posy5779\absw9382\absh6916 \sl-415 \f10 \fs21 \cf0 aos.
aos.
\par}{\phpg\posx2267\pvpg\posy5779\absw9382\absh6916 \sl-412 \f10 \fs21 \cf0 aos.
\fi600 Hay una maestra por aula y 1 auxiliar en el primer grupo.
\fi539 El propsito del proyecto es concientizar a los nios sobre la conservacin
del
ambiente, utilizando al reciclaje como instrumento.
Es importante destacar que a esta edad, los nios y nias tienen la capacidad de
adquirir gran cantidad de conocimientos, y por ende, es ideal para inculcar hbitos
y
valores que le permitan tener una mejor calidad de vida. \par
}
45 \par
}
ffd8ffe000104a46494600010100000100010000ffdb004300010101010101010101010101010101010
10101010101010101010101010101010101010101010101010101010101010101010101010101010101
010101010101ffdb0043010101010101010101010101010101010101010101010101010101010101010
1010101010101010101010101010101010101010101010101010101010101010101ffc0001108031802
6403012200021101031101ffc4001f00000105010101010101000000000000000001020304050607080
90a0bffc400b5100002010303020403050504040000017d010203000411051221314106135161072271
14328191a1082342b1c11552d1f02433627282090a161718191a25262728292a3435363738393a43444
5464748494a535455565758595a636465666768696a737475767778797a838485868788898a92939495
0102030405060708090a0bffc400b511000201020404030407050404000102770001020311040521310
61241510761711322328108144291a1b1c109233352f0156272d10a162434e125f11718191a26272829
2a35363738393a434445464748494a535455565758595a636465666768696a737475767778797a82838
0028a28a0028a28a0028a28a0028a28a0028a28
28a0028a28a0028a28a0028a28a0028a28a0028a28a00ffd9
\fs21 \cf0 3) Recoleccin de la informacin:
\cf0 \fi540 La informacin ser recolectada a travs de registros descriptivos,
encuestas y
entrevistas.
\cf0 \fi540 Muestra de la Investigacin
\cf0 \fi540 La poblacin con la que se va a trabajar est conformada por
los nios,
representantes y docentes del preescolar "Mi Casita De Colores".
\cf0 \fi540 Los nios y nias que participarn en la investigacin son nios
pertenecientes
\par}{\phpg\posx2267\pvpg\posy1759\absw9468\absh10992 \sl-415 \f10 \fs21 \cf0 a los
grupos 1, 2 y 3, con edades comprendidas entre 3 y 6 aos de edad, los cuales
los protagonistas de esta investigacin. Realizarn las actividades planificadas,
al
\par}{\phpg\posx2267\pvpg\posy1759\absw9468\absh10992 \sl-415 \f10 \fs21 \cf0 igual
que aqullas que sean propuestas por las docentes de la institucin, elaborarn
materiales didcticos con ayuda de las docentes y se sensibilizarn por el cuidado
del
ambiente.
\cf0 \fi540 El personal docente de la institucin, est constituido por cuatro
docentes y una
auxiliar. stas se encargarn de promover la enseanza de la conciencia ecolgica
mencionada anteriormente, de elaborar recursos didcticos con materiales de desecho
\par}{\phpg\posx2267\pvpg\posy1759\absw9468\absh10992 \sl-415 \f10 \fs21 \cf0 y de

reforzar todas aquellas actividades propuestas en la investigacin, con el fin de
perduren en el tiempo.
\cf0 \fi540 Los padres y representantes de los alumnos de los grupos 1, 2 y 3, se
encargarn
participar y colaborar con el proyecto de investigacin en sus hogares, de manera
se logre fomentar esta conducta tanto en la institucin, como fuera de sta.
\cf0 \fi540 Tcnicas e Instrumentos para la recoleccin de datos
\cf0 \fi540 En los estudios cualitativos se considera el instrumento ms
importante al
investigador, por lo tanto ste puede utilizar diferentes tcnicas para
recoger la
informacin. En este trabajo de investigacin se utilizaron las siguientes
tcnicas: a)
Observacin participante; b) Entrevista semi-estructurada y c) Encuesta.
\cf0 \fi540 La Observacin Participante: esta tcnica consiste en la
penetracin del
investigador en las experiencias de otros, tanto en un grupo como en una
institucin. \par
}
46 \par
}
ffd8ffe000104a46494600010100000100010000ffdb004300010101010101010101010101010101010
10101010101010101010101010101010101010101010101010101010101010101010101010101010101
010101010101ffdb0043010101010101010101010101010101010101010101010101010101010101010
1010101010101010101010101010101010101010101010101010101010101010101ffc0001108031802
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28a0028a28a00ffd9
\fs21 \cf0 A su vez facilita al investigador integrarse ms fcilmente al grupo, ya
que permite
sea percibido como un miembro del grupo, adems le facilita la observacin de
interacciones, los valores y normas del grupo en su contexto natural. Se llevar a
en la fase diagnstica de la investigacin, y se observar a los nios,
a sus
representantes, a las docentes y a la institucin en general, de modo que se pueda
recolectar informacin importante para la ejecucin del proyecto.
\fi540 La Entrevista Semi-Estructurada: esta tcnica consiste en establecer
una
conversacin, con las personas consideradas informantes para realizarles
preguntas
previamente establecidas (pero abierta a variaciones), a fin de proporcionar datos
que
\par}{\phpg\posx2267\pvpg\posy1753\absw9470\absh7862 \sl-412 \f10 \fs21 \cf0 le
sean de inters al investigador. Se utilizar en la fase de desarrollo
de la
investigacin, y se les realizar a las docentes y auxiliar en la misma
institucin, cara
cara; de manera que se pueda explorar el conocimiento del tema del reciclaje y
\par}{\phpg\posx2267\pvpg\posy1753\absw9470\absh7862 \sl-415 \f10 \fs21 \cf0 puedan
aportar datos relevantes para la ejecucin del proyecto de investigacin. (Ver
\par}{\phpg\posx2267\pvpg\posy1753\absw9470\absh7862 \sl-412 \f10 \fs21 \cf0 anexo
1).
\fi542 La Encuesta: es una tcnica de valoracin que consiste en conocer la
tendencia
\par}{\phpg\posx2267\pvpg\posy1753\absw9470\absh7862 \sl-412 \f10 \fs21 \cf0 u
opinin de un grupo de personas sobre alguna temtica especial. Ser llevada a cabo
\par}{\phpg\posx2267\pvpg\posy1753\absw9470\absh7862 \sl-415 \f10 \fs21 \cf0 en la

fase de desarrollo de la investigacin, y se les proporcionar a los representantes
\par}{\phpg\posx2267\pvpg\posy1753\absw9470\absh7862 \sl-412 \f10 \fs21 \cf0 de los

nios de los grupos 1, 2 y 3, de modo que se las puedan llevar a sus casas,
llenarlas con calma y las devuelvan una semana despus, con el fin de que se pueda
explorar los conocimientos que poseen acerca del reciclaje y saber su
disposicin
llevar a cabo el proyecto de investigacin. (Ver anexo 2). \par
}
CRONOGRAMA DE ACTIVIDADES \par
}
{\ul F}{\ul a}{\ul s}{\ul e}{\ul }{\ul D}{\ul i}{\ul a}{\ul g}{\ul n}{\ul }{\ul
s}{\ul t}{\ul i}{\ul c}{\ul a}
\cf0 \fi895 FECHA
\fi729 09-03-2006 \par
}
\fs21 \cf0 ACTIVIDAD
Observacin Participante \par
}
\cf0 RECURSOS
\par}{\phpg\posx8580\pvpg\posy12222\absw1475\absh576 \sl-422 \f10 \fs21 \cf0 Papel
y lpiz. \par
}
47 \par
}
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01ffd9
\cf0 16-03-2006 \par
}
Encuestas a los padres \par
}
Encuesta. \par
}
{\phpg\posx2997\pvpg\posy2591\absw1260\absh196 \f10 \fs21 \cf0 \f10 \fs21 \cf0 23-
03-2006 \par
}
Entrevistas a las docentes \par
}
03-2006 \par
}
Dramatizacin \par
}
04-2006 \par
}
Anlisis de datos \par
}
\fs21 \cf0 Grabadora y gua de la
entrevista.
\par}{\phpg\posx8025\pvpg\posy2591\absw2790\absh1704 \sl-422 \f10 \fs21 \cf0 Papel,
cartn, envases de
plstico.
Papel y lpiz. \par
}
{\phpg\posx2267\pvpg\posy5383\absw2008\absh698 \f10 \fs21 \cf0 \f10 \fs21 \cf0 {\ul
F}{\ul a}{\ul s}{\ul e}{\ul }{\ul d}{\ul e}{\ul }{\ul E}{\ul j}{\ul e}{\ul c}{\ul
u}{\ul c}{\ul i}{\ul }{\ul n}
\fi717 27-04-2006 \par
}
04-2006 \par
}
\cf0 "Vamos a ordenar el
saln"
"Realicemos un ttere" \par
}
04-2006 \par
}
05-2006 \par
}
\cf0 Taller para las maestras:
"Conozco ms de cerca El
Reciclaje"
Elaborando el material de
seriacin \par
}
Cajas de zapatos, envases y
bolsas plsticas.
Botellas de plstico, hojas,
revistas, pega, tijeras y
cartn.
Retroproyector, lminas de
acetato. \par
}
05-2006 \par
}
"Para Mam" \par
}
05-2006 \par
}
05-2006 \par
}
\fs21 \cf0 Encuentro con los padres
"Conociendo El Reciclaje
\fi439 en el preescolar"
\fi273 "Juego de Bowling" \par
}
\fs21 \cf0 Botellas plsticas de
diferentes tamaos, tiras de
papel de colores.
Botella larga con tapa,
semillas o granos, cordn o
cinta y tarjeta de papel
reciclado.
Retroproyector, lminas de
acetato. \par
}
Potes de cartn de litro, \par
}
48 \par
}
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\cf0 11-05-2006
\par}{\phpg\posx2985\pvpg\posy2185\absw1260\absh703 \sl-281 \par\f10 \fs21 \cf0 11-
05-2006 \par
}
05-2006 \par
}
\fs21 \cf0 "Mscaras con cajas"
Talller para las maestras:
"Aprendo a elaborar
recursos didcticos con
material de desecho "
"Mueco colgante" \par
}
\fs21 \cf0 pelotas, papel y tirro.
Cajas, marcadores,
pintadedos, tijera y pega.
Estrategias, Material
reciclable, pega, pinta
dedos. \par
}
05-2006 \par
}
Realizacin de figuras
geomtricas \par
}
Pelotas grandes y pequeas
de anime, pabilo, tijera,
marcadores, cartulina y/o
cartn.
Cartn, pinta dedos y
pinceles. \par
}
05-2006 \par
}
05-06 \par
}
Encuentro con los padres
"Aprendo a elaborar
recursos didcticos con
material de desecho "
"Vamos a disfrazarnos" \par
}
\cf0 Estrategias, Material
reciclable, pega, pinta
dedos. \par
}
Material de desecho \par
}
05-06 \par
}
"Paseo por los
alrededores" \par
}
05-06 \par
}
\fs21 \cf0 Taller para las maestras:
"Aplicacin en el aula de
\fi249 materiales didcticos,
elaborados con material de
\fi849 desecho" \par
}
\fs21 \cf0 Diferentes desperdicios,
\fi175 cajas grandes de cartn
\fi647 identificadas.
\fi237 Materiales didcticos,
elaborados con material de
\fi873 desecho. \par
}
49 \par
}
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450014514500145145001451450014514500145145007fffd9
\cf0 01-06-2006 \par
}
Fiesta de despedida \par
}
06-2006 \par
}
}
Chuchera, tarjetas de
recuerdo.
\fi393 Papel y lpiz. \par
}
06-2006 \par
}
}
Papel y lpiz. \par
}
50 \par
}
ffd8ffe000104a46494600010100000100010000ffdb004300010101010101010101010101010101010
10101010101010101010101010101010101010101010101010101010101010101010101010101010101
010101010101ffdb0043010101010101010101010101010101010101010101010101010101010101010
1010101010101010101010101010101010101010101010101010101010101010101ffc0001108031802
6403012200021101031101ffc4001f00000105010101010101000000000000000001020304050607080
90a0bffc400b5100002010303020403050504040000017d010203000411051221314106135161072271
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5464748494a535455565758595a636465666768696a737475767778797a838485868788898a92939495
0102030405060708090a0bffc400b511000201020404030407050404000102770001020311040521310
61241510761711322328108144291a1b1c109233352f0156272d10a162434e125f11718191a26272829
2a35363738393a434445464748494a535455565758595a636465666768696a737475767778797a82838
0028a28a0028a28a0028a28a0028a28a0028a28
28a0028a28a0028a28a0028a28a0028a28a0028a28a00ffd9
\cf0 CAPTULO IV
RESULTADOS \par
}
\fs21 \cf0 En el siguiente captulo se presentarn diversos aspectos
relacionados con los
resultados obtenidos en el proyecto de investigacin. Como primer punto
se har
referencia a la etapa diagnstica, donde se explicarn algunas conductas de los
nios
observadas en el saln de clases, al igual que los conocimientos que poseen los
padres
representantes acerca del tema y por supuesto elementos claves que describen el
trabajo de las docentes. Luego de la culminacin del diagnstico se pas a la
segunda
\par}{\phpg\posx2268\pvpg\posy3822\absw9390\absh3922 \sl-412 \f10 \fs21 \cf0 etapa
de la investigacin, donde se trata de expresar claramente las observaciones que
\par}{\phpg\posx2268\pvpg\posy3822\absw9390\absh3922 \sl-415 \f10 \fs21 \cf0 se les
realizaron a los nios por medio de una serie de actividades durante la fase de
aplicacin. Y por ltimo la justificacin de los resultados que no se lograron
obtener,
despus del estudio, como la colaboracin de los padres, la ejecucin de
diversas
actividades propuestas por las docentes y por supuesto la continuidad del proyecto.
\par
}
\fs21 \cf0 Anlisis de datos de la fase de diagnstico
A continuacin se presentar el anlisis de los datos obtenidos, a partir de los
registros de los nios del saln de primer nivel, como factor importante para la
fase
diagnstica, as como tambin las entrevistas realizadas a las docentes de ese
saln y
encuestas de los padres de dichos alumnos.
A partir de las observaciones realizadas al primer grupo se puede concluir que los
\par}{\phpg\posx2268\pvpg\posy8799\absw9453\absh4285 \sl-415 \f10 \fs21 \cf0 nios,
consideraban que los papeles se convertan en basura una vez que estaban en el
\par}{\phpg\posx2268\pvpg\posy8799\absw9453\absh4285 \sl-412 \f10 \fs21 \cf0 suelo.
Se aprovech la ocasin para indagar sobre los conocimientos que tenan
\par}{\phpg\posx2268\pvpg\posy8799\absw9453\absh4285 \sl-415 \f10 \fs21 \cf0 acerca
del reciclaje, pudiendo notar que era la primera vez que los nios escuchaban
terminologa. Y tambin se puede decir que los nios reconocen conductas
inapropiadas como ciudadanos en relacin al tema de la basura, dando a entender que
\par}{\phpg\posx2268\pvpg\posy8799\absw9453\absh4285 \sl-412 \f10 \fs21 \cf0 de no

realizar actividades para colaborar (como botar los papeles en su lugar
o \par
}
51 \par
}
ffd8ffe000104a46494600010100000100010000ffdb004300010101010101010101010101010101010
10101010101010101010101010101010101010101010101010101010101010101010101010101010101
010101010101ffdb0043010101010101010101010101010101010101010101010101010101010101010
1010101010101010101010101010101010101010101010101010101010101010101ffc0001108031802
6403012200021101031101ffc4001f00000105010101010101000000000000000001020304050607080
90a0bffc400b5100002010303020403050504040000017d010203000411051221314106135161072271
14328191a1082342b1c11552d1f02433627282090a161718191a25262728292a3435363738393a43444
5464748494a535455565758595a636465666768696a737475767778797a838485868788898a92939495
0102030405060708090a0bffc400b511000201020404030407050404000102770001020311040521310
61241510761711322328108144291a1b1c109233352f0156272d10a162434e125f11718191a26272829
2a35363738393a434445464748494a535455565758595a636465666768696a737475767778797a82838
0028a28a0028a28a0028a28a0028a28a0028a28
28a0028a28a0028a28a0028a28a0028a28a0028a28a00ffd9
\fs21 \cf0 utilizarlos para otras actividades) con la limpieza de nuestras calles,
se podra recibir
\par}{\phpg\posx2267\pvpg\posy1753\absw9469\absh11000 \sl-412 \f10 \fs21 \cf0 un
castigo severo (Ver anexo 3.1).
\fi360 Por otra parte se har mencin a los datos recopilados de una entrevista que
se les
formul a las maestras del primer grupo, tanto a la maestra titular como a la
maestra
auxiliar.
\fi360 En la entrevista realizada a Y.L, docente del primer grupo del preescolar
"Mi
Casita de Colores", la maestra expres que la mayora de los recursos utilizados en
su
\par}{\phpg\posx2267\pvpg\posy1753\absw9469\absh11000 \sl-412 \f10 \fs21 \cf0 aula
son comprados o trados por los nios.
\fi360 Sin embargo, acot que tambin se utilizaban materiales de desecho o
reciclables.
\par}{\phpg\posx2267\pvpg\posy1753\absw9469\absh11000 \sl-412 \f10 \fs21 \cf0 Entre
los ms usados estn: cajas de zapatos, frascos de yogurt, frascos de compota y
envases de jugos.
\fi359 Pocos recursos son elaborados dentro de la institucin, la mayora
ya vienen
hechos desde la casa, en caso de que algo no se pueda hacer dentro o
fuera del
preescolar, la maestra se lo lleva a su casa y lo realiza con ayuda de sus
familiares.
\fi360 Y.L. le da importancia a trabajar el reciclaje en el preescolar,
especficamente
porque piensa que, de esta forma se puede cuidar el ambiente. Y cree que la mejor
manera de trabajar con los nios es elaborando material informativo,
tanto en la
institucin como en el hogar para involucrar a los padres. (Ver Anexo 1.1).
\fi360 Por otra parte la docente opina, que en dicho preescolar se
podra recolectar
materiales como: vasos de yoka, yogurt, yukipack, pitillos, tapas de compota, vasos

plsticos, papel, cartn y cajas para luego ser reciclados.
\fi360 Su colaboracin especficamente sera encargarse de incluir el tema
en los
proyectos que se realicen en el aula, y as realizar material de manualidades. Para
\par}{\phpg\posx2267\pvpg\posy1753\absw9469\absh11000 \sl-415 \f10 \fs21 \cf0 Y.L.

la edad es primordial, y piensa que si se le repite a los nios diariamente la
importancia de la conservacin del ambiente se lograr concienciarlos.
\fi360 Finalizando, la maestra defini el reciclaje como la reutilizacin de los
objetos y
materiales de desecho.
\fi360 Tomando en cuenta las respuestas que la maestra dio en la entrevista, se
puede
concluir que posee algunos conocimientos acerca del tema y maneja un
concepto
\par}{\phpg\posx2267\pvpg\posy1753\absw9469\absh11000 \sl-415 \f10 \fs21 \cf0 clave
del reciclaje. Sus intenciones de fomentar este tema con los nios son bastante
\par
}
52 \par
}
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010101010101ffdb0043010101010101010101010101010101010101010101010101010101010101010
1010101010101010101010101010101010101010101010101010101010101010101ffc0001108031802
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90a0bffc400b5100002010303020403050504040000017d010203000411051221314106135161072271
14328191a1082342b1c11552d1f02433627282090a161718191a25262728292a3435363738393a43444
5464748494a535455565758595a636465666768696a737475767778797a838485868788898a92939495
0102030405060708090a0bffc400b511000201020404030407050404000102770001020311040521310
61241510761711322328108144291a1b1c109233352f0156272d10a162434e125f11718191a26272829
2a35363738393a434445464748494a535455565758595a636465666768696a737475767778797a82838
0028a28a0028a28a0028a28a0028a28a0028a28
28a0028a28a0028a28a0028a28a0028a28a0028a28a00ffd9
\fs21 \cf0 positivas, aunque cree que la manera de trabajar con los nios es
nicamente a travs
material informativo y de manualidades, por lo cual sera necesario que
se
incluyeran otras estrategias en su metodologa de trabajo, tomando en cuenta que su
\par}{\phpg\posx2267\pvpg\posy1753\absw9531\absh11000 \sl-412 \f10 \fs21 \cf0 grupo

est conformado por los nios de menor edad.
\fi360 En el trabajo que se pudo compartir con ella y con los nios, se observ que
la
utilizacin de material de desecho o reciclable en su aula es bastante
escaso, la
mayora de las actividades son elaboradas con material que los nios traen
preparados
sus casas o son hechos en el aula pero con recursos no reciclables. Por esta razn
\par}{\phpg\posx2267\pvpg\posy1753\absw9531\absh11000 \sl-415 \f10 \fs21 \cf0 sera
necesario que se promoviera el uso de material de desecho en las actividades
propuestas por la maestra para que as se llevara acabo de una manera
ptima la
concienciacin y enseanza del reciclaje.
\fi360 En la entrevista realizada a M.C, auxiliar del primer grupo del preescolar
"Mi
Casita de Colores", sta seala que la mayora de los recursos utilizados en su
aula
comprados o trados por los nios. Sin embargo, acot que tambin se utilizaban
materiales de desecho o reciclables. Entre los ms usados estn: cajas de zapatos,

frascos de yogurt, frascos de compota y potes de arroz chino. Segn la
docente,
algunos materiales son elaborados en la institucin, pero la mayora son
decorativos y
\par}{\phpg\posx2267\pvpg\posy1753\absw9531\absh11000 \sl-412 \f10 \fs21 \cf0 no
tienen ninguna funcin didctica, en algunas ocasiones se les pide colaboracin a
padres, es decir, se le pide que traigan materiales a la escuela como
cajas de
zapatos y jukipack.
\fi360 M.C. le da importancia a trabajar el reciclaje en el preescolar,
especficamente
porque piensa que, de esta forma los nios aprenden mucho y valoran su trabajo.
\fi360 Por otra parte la docente no especific que materiales podran ser
recolectados en
institucin para luego ser reciclados.
\fi360 Su colaboracin especficamente sera traer cosas de su casa que
no este
utilizando en ese momento que sirvan para reciclar. Para M.C. es
importante
promover el reciclaje desde la edad preescolar para que se mantenga como hbito en
adultez porque ellos vendran con un hbito del reciclaje (Ver anexo 1.2).
\fi360 Finalizando, la maestra no logr definir exactamente el reciclaje, slo
acot que le
pareca importante. \par
}
53 \par
}
ffd8ffe000104a46494600010100000100010000ffdb004300010101010101010101010101010101010
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010101010101ffdb0043010101010101010101010101010101010101010101010101010101010101010
1010101010101010101010101010101010101010101010101010101010101010101ffc0001108031802
6403012200021101031101ffc4001f00000105010101010101000000000000000001020304050607080
90a0bffc400b5100002010303020403050504040000017d010203000411051221314106135161072271
14328191a1082342b1c11552d1f02433627282090a161718191a25262728292a3435363738393a43444
5464748494a535455565758595a636465666768696a737475767778797a838485868788898a92939495
0102030405060708090a0bffc400b511000201020404030407050404000102770001020311040521310
61241510761711322328108144291a1b1c109233352f0156272d10a162434e125f11718191a26272829
2a35363738393a434445464748494a535455565758595a636465666768696a737475767778797a82838
0028a28a0028a28a0028a28a0028a28a0028a28
28a0028a28a0028a28a0028a28a0028a28a0028a28a00ffd9
\fs21 \cf0 Con respecto a lo expuesto por la maestra durante la entrevista y al
trabajo que se
realiz junto con ella en el aula, se logr concluir que no tiene conocimientos
claros
acerca de lo que es el reciclaje, cmo se lleva a cabo, cmo se podra fomentar en
los
nios, etc. Lo primordial es que en su aula no se trabaja regularmente con material
de
desecho, sino con materiales comprados o elaborados en los hogares de los nios,
por
\par}{\phpg\posx2267\pvpg\posy1753\absw9446\absh10626 \sl-412 \f10 \fs21 \cf0 lo
cual sera importante que tanto ella como la maestra titular de este
saln se
prepararan un poco ms acerca de lo que es el reciclaje y de la
elaboracin de
recursos didcticos con material de desecho, de esta forma se estara
logrando el
objetivo propuesto, concienciar a la poblacin infantil acerca de la conservacin
del
ambiente por medio del reciclaje.
\fi360 Es importante resaltar que la maestra tiene claro que es primordial que se
trabaje
tema desde la edad preescolar para obtener ptimos resultados en un futuro, sin
embargo, no reconoce la importancia que implica llevar acabo este proceso
en el
presente y los beneficios que esto traera, como las estrategias que podra
utilizar para
trabajar con los nios, por lo que es necesario ocuparse de esto para obtener
mayores
beneficios.
\fi360 Seguidamente se mostrar el anlisis de los datos obtenidos, a
partir de los
registros de los nios del saln del segundo grupo, tambin las entrevistas
realizadas
\par}{\phpg\posx2267\pvpg\posy1753\absw9446\absh10626 \sl-412 \f10 \fs21 \cf0 a las
docentes del saln y las encuestas de los padres de dichos alumnos, en la etapa
diagnstica.
\fi360 Las observaciones se basan especficamente en que para los nios del grupo
2
hablar de basura era hablar de papeles y sucio; y que de tantos papeles y sucio
sera
imposible caminar, tambin hicieron mencin de usos diferentes a diversos recursos
por ejemplo los usos que se le puede dar a una hoja (Ver anexo 3.2).
\fi360 Por otra parte demuestran sensibilidad ante cualquier hecho negativo que
ocurra
nuestro ambiente y se pudo notar una actitud positiva, en relacin al tema del
Reciclaje.
\fi360 De esta forma, tambin se puede nombrar el anlisis de los datos de la
entrevista
realizada a la docente de estos nios. \par
}
54 \par
}
ffd8ffe000104a46494600010100000100010000ffdb004300010101010101010101010101010101010
10101010101010101010101010101010101010101010101010101010101010101010101010101010101
010101010101ffdb0043010101010101010101010101010101010101010101010101010101010101010
1010101010101010101010101010101010101010101010101010101010101010101ffc0001108031802
6403012200021101031101ffc4001f00000105010101010101000000000000000001020304050607080
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5464748494a535455565758595a636465666768696a737475767778797a838485868788898a92939495
0102030405060708090a0bffc400b511000201020404030407050404000102770001020311040521310
61241510761711322328108144291a1b1c109233352f0156272d10a162434e125f11718191a26272829
2a35363738393a434445464748494a535455565758595a636465666768696a737475767778797a82838
0028a28a0028a28a0028a28a0028a28a0028a28
28a0028a28a0028a28a0028a28a0028a28a0028a28a00ffd9
\fs21 \cf0 En la entrevista realizada a M.H., docente del segundo grupo del
preescolar "Mi
Casita de Colores", la maestra expres que de los recursos utilizados en
su aula
algunos son comprados y otros son material de desecho. Entre los ms usados estn:
\par}{\phpg\posx2267\pvpg\posy1753\absw9389\absh10626 \sl-412 \f10 \fs21 \cf0 cajas

de zapatos, frascos de yogurt, de cereal, envases de papel aluminio. Algunos
recursos son elaborados en la institucin, otros son comprados, y otros son
elaborados
la maestra en su casa, dependiendo de la necesidad del nio.
\fi360 M.H. le da importancia a trabajar el reciclaje en el preescolar,
especficamente
porque piensa que, el docente es un modelo a seguir para los nios y lo que se les
ensee a esta edad va a repercutir en su vida adulta. Y cree que la mejor manera de

trabajar con los nios es dndole utilidad a las cosas que ellos traen al
preescolar, e
involucrar a los padres, para que se fomente esto en el hogar y los nios
participen de
manera grata.
\fi360 Por otra parte la docente opina, que en dicho preescolar se
podra recolectar
materiales como: envases de plstico y de cartn para luego ser
reciclados (Ver
1.3).
\fi420 Para M.H. la edad es primordial, y piensa que si se le ensea a los nios
con
\par}{\phpg\posx2267\pvpg\posy1753\absw9389\absh10626 \sl-415 \f10 \fs21 \cf0 amor
y fervor las cosa buenas las tomar como ejemplos.
\fi360 Finalizando, la maestra defini el reciclaje como convertir en algo un
material que
\par}{\phpg\posx2267\pvpg\posy1753\absw9389\absh10626 \sl-412 \f10 \fs21 \cf0 uno
piensa que ya no sirve, para hacer cosas diferentes. Es reutilizar.
\fi360 Por medio de las respuestas que la docente dio en la entrevista se pudo
concluir
entre los materiales que utiliza en el aula aproximadamente la mitad son

materiales comprados y la otra mitad son reciclables. De hecho durante
las
actividades que se realizaron con ella se observaron materiales de desecho en el
saln
no fueron mencionados por la maestra como envases plsticos y peridico.
\fi360 En general se puede decir que la docente maneja un buen concepto del
reciclaje,
\par}{\phpg\posx2267\pvpg\posy1753\absw9389\absh10626 \sl-415 \f10 \fs21 \cf0 su
importancia y su uso para obtener mayores beneficios.
\fi360 Un punto clave al que la maestra da referencia es que los adultos son el
ejemplo a
seguir de los nios y por eso se debe incluir a los padres o a la comunidad en
general
ella misma lo acota en un ejemplo dado en la entrevista, donde expresa que ella
\par
}
55 \par
}
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0028a28a0028a28a0028a28a0028a28a0028a28
28a0028a28a0028a28a0028a28a0028a28a0028a28a00ffd9
\fs21 \cf0 haba trabajado en una oportunidad con este tema y cree que para un
mayor xito se
\par}{\phpg\posx2267\pvpg\posy1753\absw9439\absh10626 \sl-412 \f10 \fs21 \cf0 debe
complementar el trabajo del preescolar en la casa.
\fi357 A travs de las entrevistas realizadas a las docentes de cada grupo del
preescolar
Casita de Colores", y al trabajo realizado con ellas y los nios, se puede llegar a

conclusin de que, sera conveniente que las maestras se preparen y se informen
\par}{\phpg\posx2267\pvpg\posy1753\absw9439\absh10626 \sl-412 \f10 \fs21 \cf0 sobre
el tema del reciclaje y todo lo que tiene que ver con ste e incluirlo en su vida

cotidiana como algo habitual, para que as puedan llegar a los nios de una forma
ms
convincente y que de mayores resultados.
\fi357 Tambin se debera tomar ms en cuenta la posibilidad de realizar la mayor
parte
los recursos didcticos con material de desecho. De esta manera se conseguira
reducir en un gran porcentaje los gastos de la institucin y de los
padres y
representantes, al igual que se lograra concienciar a los nios sobre lo que
implica
utilizar el reciclaje como medio para reducir las cantidades de basura en las
calles, el
desperdicio del medio ambiente, lo que evitara tantas enfermedades e infecciones
estn presentes hoy en da en nuestro pas.
\fi357 Del mismo modo se puede decir que las maestras tienen la necesidad de
adquirir
mejores estrategias de trabajo, para que as se les facilite la realizacin de
recursos en
situaciones imprevistas.
\fi357 Por ltimo se puede decir que todas las docentes tienen claro que
la edad
preescolar es una edad crucial, donde el nio es un total receptor de todo lo que
se le
ensea y que los adultos tienen la responsabilidad de actuar de la mejor forma para

inculcar en estos nios las mejores conductas posibles, de manera que
sean
promulgadores de las generaciones futuras.
\fi357 Segn los registros del tercer grupo, se puede decir que para ellos, al
igual que
los nios del segundo grupo, con tantos papeles y sucio en las calles
sera
imposible caminar.
\fi360 En este grupo se aprovech la ocasin para indagar sobre los conocimientos
que
tenan acerca del reciclaje, pudiendo notar que era la primera vez que
los nios
escuchaban la terminologa, sin embargo los nios comenzaron a nombrar
materiales \par
}
56 \par
}
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0028a28a0028a28a0028a28a0028a28a0028a28
28a0028a28a0028a28a0028a28a0028a28a0028a28a00ffd9
\fs21 \cf0 como las compotas y potes de jugo que utilizaban para otras
actividades con la
maestra (como por ejemplo el mercadito) (Ver anexo 3.3).
\fi540 Adems reconocen conductas inadecuadas en relacin al tema de la
basura,
\par}{\phpg\posx2267\pvpg\posy1753\absw9591\absh11000 \sl-412 \f10 \fs21 \cf0 dando
a entender que de no realizar actividades para colaborar con la limpieza de las
calles, se podra recibir un castigo severo.
\fi542 Igualmente se le aplic una entrevista a la docente J.U, del
preescolar "Mi
Casita de Colores", en la cual seala que la mayora de los recursos utilizados en
su
\par}{\phpg\posx2267\pvpg\posy1753\absw9591\absh11000 \sl-412 \f10 \fs21 \cf0 aula
son realizados con material de desecho o material reciclable. Sin embargo, acot
tambin se utilizaban materiales comprados. Entre los materiales reciclables ms
usados se encuentran: cajas de zapatos, envases de arroz chino, envases de
refresco,
rollos de papel toilette, hojas y cartones de huevo. Dichos recursos son elaborados

dentro de la institucin, por ella misma y sin ayuda de ningn tipo, ya sea de
manera
imprevista o planificada.
\fi360 J le da gran importancia a trabajar el reciclaje en el preescolar,
especficamente
porque piensa que los nios pueden ser los emisores de toda la informacin que se
les
acerca de este tema, en sus hogares, lo que provocara un efecto positivo, ya que,
esta manera los padres y representantes colaboraran en muchos aspectos a
la
institucin. Ella cree que la mejor manera de llegarle a los nios es conversando
con
\par}{\phpg\posx2267\pvpg\posy1753\absw9591\absh11000 \sl-412 \f10 \fs21 \cf0 ellos
acerca de todo lo que implica el proceso de reciclaje, cmo se lleva a cabo,
quin, dnde, cundo, por qu y para qu lo hacen.
\fi360 Por otra parte la docente opina, que sera interesante que en dicho
preescolar se
pudiera recolectar todo tipo de envases de vidrio para luego ser
llevados a las
empresas encargadas de reciclarlo y a cambio obtener una ayuda monetaria
que
servira para algunos gastos de la institucin (Ver anexo 1.4).
\fi360 Su colaboracin especficamente sera encargarse de concienciar a
los padres
acerca del tema, motivar a los nios y reforzar todos aquellos conocimientos que se

ofrezcan durante el proyecto, ya que, para ella la edad primordial en que se deben
inculcar este tipo de hbitos es precisamente la edad preescolar.
\fi360 Para concluir, la maestra defini el reciclaje como la seleccin y
reutilizacin de
objetos que se van a desechar. \par
}
57 \par
}
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0028a28a0028a28a0028a28a0028a28a0028a28
28a0028a28a0028a28a0028a28a0028a28a0028a28a00ffd9
\f10 \fs21 \cf0 Con respecto a las respuestas planteadas por la maestra,
se pudo concluir que
\par}{\phpg\posx2267\pvpg\posy1753\absw9530\absh4667 \sl-412 \f10 \fs21 \cf0 maneja
un buen concepto acerca de lo que es el reciclaje, y la importancia que ste
\par}{\phpg\posx2267\pvpg\posy1753\absw9530\absh4667 \sl-415 \f10 \fs21 \cf0 tiene
para la institucin, los nios y la comunidad en general.
Tambin se percibi que le interesa trabajar este tema en el aula de clases y tiene
\par}{\phpg\posx2267\pvpg\posy1753\absw9530\absh4667 \sl-415 \f10 \fs21 \cf0 claras

las estrategias que puede utilizar tanto con los nios como con los padres de los
mismos, para que stos colaboren desde sus hogares y refuercen las conductas que se
\par}{\phpg\posx2267\pvpg\posy1753\absw9530\absh4667 \sl-415 \f10 \fs21 \cf0 estn

tratando de mejorar en el preescolar.
Se pudieron confirmar estas conductas y los datos dados por la maestra,
trabajando cada jueves junto a ella, donde se observaron los materiales que utiliza

sus actividades, los cuales correspondan con los mencionados en la entrevista.
\par}{\phpg\posx2267\pvpg\posy1753\absw9530\absh4667 \sl-415 \f10 \fs21 \cf0 Por
ejemplo utiliz frascos de compota en una oportunidad para el regalo del da de la
\par}{\phpg\posx2267\pvpg\posy1753\absw9530\absh4667 \sl-412 \f10 \fs21 \cf0 madre,
y durante la actividad reforzaba en los nios los conocimientos que ya haban
\par}{\phpg\posx2267\pvpg\posy1753\absw9530\absh4667 \sl-415 \f10 \fs21 \cf0 sido
explicados acerca del reciclaje. \par
}
Anlisis de datos de las encuestas realizadas a los padres o representantes: en la
\par}{\phpg\posx2268\pvpg\posy7549\absw9305\absh5784 \sl-412 \f10 \fs21 \cf0 fase
diagnstica tambin se realizaron unas encuestas a los padres de los nios que
conforman los tres grupos del preescolar, los cules se presentan a continuacin en

global, ya que, se respondieron annimamente.
En base a la encuesta que, se obtuvieron los siguientes resultados:
La primera pregunta planteaba: Usted reutiliza alguno de estos materiales?
\par}{\phpg\posx2268\pvpg\posy7549\absw9305\absh5784 \sl-412 \f10 \fs21 \cf0 Marque
con una X aquellos que reutilice con ms frecuencia.
El material ms reutilizado son las bolsas, ya que todos los
representantes
\par}{\phpg\posx2268\pvpg\posy7549\absw9305\absh5784 \sl-412 \f10 \fs21 \cf0 (100%)
sealan que les dan diversos usos. Seguido por los envases de vidrio, con un
\par}{\phpg\posx2268\pvpg\posy7549\absw9305\absh5784 \sl-415 \f10 \fs21 \cf0 87%,
luego por las hojas de papel, ya que el 80 % de la poblacin, las aprovecha al
\par}{\phpg\posx2268\pvpg\posy7549\absw9305\absh5784 \sl-412 \f10 \fs21 \cf0 mximo
para mltiples actividades. El cuarto material ms reutilizado son el papel
peridico, junto con los envases de plstico, ya que el 77% de la poblacin afirma
reutilizar estos materiales. Seguido por las revistas, con un 74% de la
poblacin,
\par}{\phpg\posx2268\pvpg\posy7549\absw9305\absh5784 \sl-415 \f10 \fs21 \cf0 luego
por las cajas de cartn, ya que el 67% de la poblacin, les da diversos usos. El
sptimo material ms reutilizado es el papel aluminio, representando al 61% de la
poblacin. Seguido por el jabn, con un 41%, luego por los envases de aluminio,
ya \par
}
58 \par
}
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2a35363738393a434445464748494a535455565758595a636465666768696a737475767778797a82838
0028a28a0028a28a0028a28a0028a28a0028a28
28a0028a28a0028a28a0028a28a0028a28a0028a28a00ffd9
\fs21 \cf0 que el 35% de la poblacin afirma reaprovecharlos. El dcimo
material ms
reutilizado son los envases de anime, ya que el 32% de la poblacin, sealan que
les
\par}{\phpg\posx2267\pvpg\posy1753\absw9380\absh10626 \sl-415 \f10 \fs21 \cf0 dan
diversos usos. Seguido por los rollitos de papel toilette, con un 29%, luego por
velas, ya que el 25% de la poblacin, las aprovecha de diversas maneras. Unos de
materiales menos reutilizados son otros materiales que no estaban propuestos en
lista, ya que slo el 9% de la poblacin reutiliza ropa, telas y tapas
plsticas.
Seguido por las latas, representando al 6% de la poblacin. Y por ltimo el
material
\par}{\phpg\posx2267\pvpg\posy1753\absw9380\absh10626 \sl-412 \f10 \fs21 \cf0 menos
reutilizado son los restos de alimentos, ya que nicamente el 3% de la
poblacin, afirma aprovecharlos. (Ver Grfico # 1).
\fi708 Llegando a la conclusin que el material ms reutilizado son las bolsas, ya
que
100% de la poblacin les da diversos usos. Que el material menos reutilizado son
restos de comida, ya que slo el 3% de la poblacin les da diversos usos. Tambin
concluye que hay otros materiales, como por ejemplo: tapas plsticas, ropa y telas,

las personas reutilizan, ya que el 9% de la poblacin afirm realizarlo.
(Ver
2)
\fi708 La segunda pregunta planteaba: Cree usted que es importante reciclar en la
escuela? Por qu?
\fi708 El 94% de los representantes contestaron que s y el 6% no respondieron a
la
interrogante.
\fi708 En la justificacin 29% de la poblacin afirma que reciclar en la escuela
es
importante porque ayuda a cuidar el ambiente, junto con otro 29% que piensa que as

nios aprenden que algunos materiales se pueden reutilizar. Otros padres piensan
el reciclaje desde tan temprana edad sirve para crear conciencia 7%, junto con
\par}{\phpg\posx2267\pvpg\posy1753\absw9380\absh10626 \sl-415 \f10 \fs21 \cf0 otro
7% que afirma que los nios aprenden a valorar el justo sentido de las cosas, ms
\par}{\phpg\posx2267\pvpg\posy1753\absw9380\absh10626 \sl-412 \f10 \fs21 \cf0 otro
7% de la poblacin que piensa que sirve para crear este hbito a las
nuevas
generaciones. Slo 3% de los representantes afirma que reciclar en la
escuela es
importante, ya que mantienen materia prima, junto con otro 3% que piensa que es la
\par}{\phpg\posx2267\pvpg\posy1753\absw9380\absh10626 \sl-415 \f10 \fs21 \cf0 etapa
inicial. Otro 3% de la poblacin afirma que los nios pueden realizar
manualidades, junto con otro 3% que afirma que es fundamental para
obtener \par
}
59 \par
}
}

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