Narrative Research of Pedagogical Knowledge: A Sociocultural Perspective
This research work reconstructs the experience of a teacher from Universidad de la Amazonia in Florencia Caquetá who through historization and narrative rehistorization reconstructed her teaching practices. The objective was to reconstruct the pedagogical knowledge based on her teaching experiences....
- Autores:
- Tipo de recurso:
- Fecha de publicación:
- 2020
- Institución:
- Universidad Pedagógica y Tecnológica de Colombia
- Repositorio:
- RiUPTC: Repositorio Institucional UPTC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.uptc.edu.co:001/10984
- Acceso en línea:
- https://revistas.uptc.edu.co/index.php/linguistica_hispanica/article/view/10238
https://repositorio.uptc.edu.co/handle/001/10984
- Palabra clave:
- narrative research
narrative rebuilding
pedagogical knowledge
experience (social activity)
sociocultural approach
Investigación narrativa, reconstrucción narrativa, saber pedagógico, experiencia (actividad social), enfoque sociocultural.
recherche
narrative
reconstruction narrative
savoirs pédagógique
vécu (activité sociale)
aproche socio-culturel
pesquisa narrativa
reconstrução narrativa
conhecimento pedagógico
experiência (atividade social)
abordagem sociocultural.
- Rights
- openAccess
- License
- Copyright (c) 2020 Cuadernos de Lingüística Hispánica
| Summary: | This research work reconstructs the experience of a teacher from Universidad de la Amazonia in Florencia Caquetá who through historization and narrative rehistorization reconstructed her teaching practices. The objective was to reconstruct the pedagogical knowledge based on her teaching experiences. The methodology used was historization and rehystorization through a dialogic work in all research developments. The sociocultural approach allowed the participants to focus on the different moments of the process. It was taken into account that for a practice to be understood as experience, it should be endowed with meaning through the constructed narrative, whether oral, corporal or written, because the primary form as experience takes meaning for the human being is through narratives. With this approach it was possible to answer the question: What do the narratives of teaching experiences experience of a teacher-director of the Spanish Language and Literature program of the Universidad de la Amazonia reveal about her pedagogical knowledge, and the learning and teaching of the language? |
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