The sense of systemization practice in higher education
In higher education the systemization is not merely conceptualized and characterized as a proposal derived from the typical methodologies of scientific research, but it is spread as a formal and rigorous process of categorization, mediated by the reflection on the daily experiences developed in the...
- Autores:
- Tipo de recurso:
- http://purl.org/coar/resource_type/c_6518
- Fecha de publicación:
- 2012
- Institución:
- Universidad Pedagógica y Tecnológica de Colombia
- Repositorio:
- RiUPTC: Repositorio Institucional UPTC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.uptc.edu.co:001/13316
- Acceso en línea:
- https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/1137
https://repositorio.uptc.edu.co/handle/001/13316
- Palabra clave:
- systemization
reflection
practices
experiences
knowledge
sistematización
reflexión
prácticas
experiencias
saber
conocimiento.
systématisation
réflexion
pratiques
expériences
savoir
connaissance.
sistematização
reflexão
práticas
experiências
saber
conhecimento.
- Rights
- License
- http://purl.org/coar/access_right/c_abf19
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The sense of systemization practice in higher education |
| dc.title.es-ES.fl_str_mv |
Sentido de la práctica sistematizadora en la educación superior |
| dc.title.fr-FR.fl_str_mv |
Sens de la pratique de systématisation dans l’éducation supérieure |
| dc.title.pt-BR.fl_str_mv |
Sentido da prática sistematizadora na educação superior |
| title |
The sense of systemization practice in higher education |
| spellingShingle |
The sense of systemization practice in higher education systemization reflection practices experiences knowledge sistematización reflexión prácticas experiencias saber conocimiento. systématisation réflexion pratiques expériences savoir connaissance. sistematização reflexão práticas experiências saber conhecimento. |
| title_short |
The sense of systemization practice in higher education |
| title_full |
The sense of systemization practice in higher education |
| title_fullStr |
The sense of systemization practice in higher education |
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The sense of systemization practice in higher education |
| title_sort |
The sense of systemization practice in higher education |
| dc.subject.en-US.fl_str_mv |
systemization reflection practices experiences knowledge |
| topic |
systemization reflection practices experiences knowledge sistematización reflexión prácticas experiencias saber conocimiento. systématisation réflexion pratiques expériences savoir connaissance. sistematização reflexão práticas experiências saber conhecimento. |
| dc.subject.es-ES.fl_str_mv |
sistematización reflexión prácticas experiencias saber conocimiento. |
| dc.subject.fr-FR.fl_str_mv |
systématisation réflexion pratiques expériences savoir connaissance. |
| dc.subject.pt-BR.fl_str_mv |
sistematização reflexão práticas experiências saber conhecimento. |
| description |
In higher education the systemization is not merely conceptualized and characterized as a proposal derived from the typical methodologies of scientific research, but it is spread as a formal and rigorous process of categorization, mediated by the reflection on the daily experiences developed in the educational field. This reflection process gives a new concerted and contextualized meaning to the gained experience, by transforming the practices and the realities knowledge arises from. Therefore, systemization practice, understood as a reflection process, becomes significantly valid and makes possible for itself to go from the experience to the production of ongoing knowledge, open to de– construction, and faced up to the reality of this practice. This reflection paper reviews the theoretical and epistemological basis concerning the systemization of practices and presents the systemization proposal for an educational experience related to Anatomy teaching, mediating with a didactics alternative, i.e., Problem Based Learning (PBL). Thus, this proposal is a useful opportunity for analyzing and reflecting on pedagogical practices determined by teaching experience in interaction with action subjects |
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2012 |
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2024-07-05T19:03:56Z |
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2024-07-05T19:03:56Z |
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2012-01-10 |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/1137 10.19053/22160159.1137 |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/1137/1136 |
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Universidad Pedagógica y Tecnológica de Colombia |
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Praxis & Saber; Vol. 3 No. 5 (2012): Enseñanza de las Ciencias Naturales; 127-141 |
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Praxis & Saber; Vol. 3 Núm. 5 (2012): Enseñanza de las Ciencias Naturales; 127-141 |
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Praxis & Saber; Vol. 3 No 5 (2012): Enseñanza de las Ciencias Naturales; 127-141 |
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Praxis & Saber; V. 3 N. 5 (2012): Enseñanza de las Ciencias Naturales; 127-141 |
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Praxis & Saber; v. 3 n. 5 (2012): Enseñanza de las Ciencias Naturales; 127-141 |
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2462-8603 2216-0159 |
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Universidad Pedagógica y Tecnológica de Colombia |
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2012-01-102024-07-05T19:03:56Z2024-07-05T19:03:56Zhttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/113710.19053/22160159.1137https://repositorio.uptc.edu.co/handle/001/13316In higher education the systemization is not merely conceptualized and characterized as a proposal derived from the typical methodologies of scientific research, but it is spread as a formal and rigorous process of categorization, mediated by the reflection on the daily experiences developed in the educational field. This reflection process gives a new concerted and contextualized meaning to the gained experience, by transforming the practices and the realities knowledge arises from. Therefore, systemization practice, understood as a reflection process, becomes significantly valid and makes possible for itself to go from the experience to the production of ongoing knowledge, open to de– construction, and faced up to the reality of this practice. This reflection paper reviews the theoretical and epistemological basis concerning the systemization of practices and presents the systemization proposal for an educational experience related to Anatomy teaching, mediating with a didactics alternative, i.e., Problem Based Learning (PBL). Thus, this proposal is a useful opportunity for analyzing and reflecting on pedagogical practices determined by teaching experience in interaction with action subjectsEn la educación superior, más que conceptualizar y caracterizar la sistematización como una propuesta derivada de las metodologías propias de la investigación científica, se despliega como un proceso formal y riguroso de categorización, mediado por la reflexión de las experiencias que se desarrollan cotidianamente en el ámbito educativo. Este proceso reflexivo, resignifica de manera concertada y contextualizada la experiencia vivida, transformando las prácticas y las realidades en las cuales el saber emerge, validándose ignificativamente y posibilitando a la práctica en sí misma trascender de la experiencia a la producción de un saber con características de inacabado, susceptible de deconstrucción y confrontado ante la realidad de esta práctica. El presente artículo de reflexión, revisa los fundamentos teóricos y epistemológicos en torno a la sistematización de las prácticas, proyectando además una propuesta de sistematización de una experiencia formativa relacionada con la enseñanza de la Anatomíaen mediación con una alternativa didáctica, el Aprendizaje Basado en Problemas (ABP). Esta propuesta se constituye en una valiosa oportunidad de análisis y reflexión de las prácticas pedagógicas,determinadas por la experiencia del ejercicio docente en interacción con los sujetos de la acción. Dans l’éducation supérieure, plus que conceptualiser et caractériser la systématisation comme une proposition dérivée des méthodes propres de la recherche scientifique, elle se déploie comme un processus formel et rigoureux de catégorisation, s’interposant par la réflexion des expériences qui se développent quotidiennement dans le milieu éducatif. Ce processus réflexif réinterprète, de manière concertée et replacée dans son contexte, l’expérience vécue en transformant les pratiques et les réalités dans lesquelles le savoir émerge, en se validant de manière significative et en rendant possible, à la pratique elle-même, de passer de l’expérience à la production d’un savoir ayant des caractéristiques d’inachevé, susceptible de déconstruction et confronté à la réalité de cette pratique. Le présent article de réflexion révise les fondements théoriques et pistémologiques concernant la systématisation des pratiques, projetant de plus une proposition de systématisation d’une expérience formative, en rapport avec l’enseignement de l’Anatomie, au moyen d’une alternative didactique, l’Apprentissage Basé sur des Problèmes (ABP). Cette proposition se onstitue comme une précieuse opportunité d’analyse et de réflexion sur les pratiques pédagogiques, déterminées par l’expérience de l’exercice de l’enseignement en interaction avec les sujets de l’action.No ensino superior, mais do que conceitualizar e caracterizar a sistematização como uma proposta derivada das metodologias próprias da pesquisa científica, estende-se como um processo formal e rigoroso de categorização, mediado pela reflexão das experiências que desenvolvem no dia a dia no âmbito educativo. Este processo reflexivo, resignifica de forma conciliada e contextualizada a experiência vivida, transformando as práticas e as realidades nas quais o saber emerge, validando-se significativamente e possibilitando à prática mesma ir além da experiência, até a produção de um saber com características de inacabado, com possibilidade de deconstrução e posto na frente da realidade dessa prática. O texto reexamina os fundamentos teóricos e epistemológicos sobre a sistematização das práticas, projetando, além disso, uma proposta de sistematização de uma experiência formativa relacionada com o ensino da Anatomia em mediação com uma alternativa didática, a Aprendizagem Baseada em Problemas (ABP). Esta proposta se constitui em uma valiosa oportunidade de análise e reflexão das práticas pedagógicas, determinadas pela experiência do exercício docente em interação com os sujeitos da ação.application/pdfspaspaUniversidad Pedagógica y Tecnológica de Colombiahttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/1137/1136Praxis & Saber; Vol. 3 No. 5 (2012): Enseñanza de las Ciencias Naturales; 127-141Praxis & Saber; Vol. 3 Núm. 5 (2012): Enseñanza de las Ciencias Naturales; 127-141Praxis & Saber; Vol. 3 No 5 (2012): Enseñanza de las Ciencias Naturales; 127-141Praxis & Saber; V. 3 N. 5 (2012): Enseñanza de las Ciencias Naturales; 127-141Praxis & Saber; v. 3 n. 5 (2012): Enseñanza de las Ciencias Naturales; 127-1412462-86032216-0159systemizationreflectionpracticesexperiencesknowledgesistematizaciónreflexiónprácticasexperienciassaberconocimiento.systématisationréflexionpratiquesexpériencessavoirconnaissance.sistematizaçãoreflexãopráticasexperiênciassaberconhecimento.The sense of systemization practice in higher educationSentido de la práctica sistematizadora en la educación superiorSens de la pratique de systématisation dans l’éducation supérieureSentido da prática sistematizadora na educação superiorinfo:eu-repo/semantics/articlehttp://purl.org/coar/resource_type/c_6518http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a102http://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/access_right/c_abf19http://purl.org/coar/access_right/c_abf2Silva Ortiz, Sara Raquel001/13316oai:repositorio.uptc.edu.co:001/133162025-07-18 11:43:29.606metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCrepositorio.uptc@uptc.edu.co |