El devenir de la práctica pedagógica… entre el pensamiento tecnocrático y el pensamiento reflexivo e investigativo
The training processes in the school environment, regarded as an intentional task shared by the different actors who participate in this pedagogical, cultural and political socialization scenario par excellence, has been commissioned in the past decades with promoting knowledge that seeks to develop...
- Autores:
-
Garcia Reina, Leina Lucelva
- Tipo de recurso:
- Fecha de publicación:
- 2021
- Institución:
- Universidad Santo Tomás
- Repositorio:
- Repositorio Institucional USTA
- Idioma:
- spa
- OAI Identifier:
- oai:repository.usta.edu.co:11634/39371
- Palabra clave:
- pedagogical practice
educational research
teaching profession
educational policy
práctica pedagógica
investigación educativa
profesión docente
política educativa
prática pedagógica
pesquisa educacional
profissão docente
política educacional
- Rights
- License
- Derechos de autor 2022 Autores/as
| Summary: | The training processes in the school environment, regarded as an intentional task shared by the different actors who participate in this pedagogical, cultural and political socialization scenario par excellence, has been commissioned in the past decades with promoting knowledge that seeks to develop certain previously determined competencies and that are consolidated in curricular projects as a response to a regulatory framework in accordance with global demands, rather than a cultural project of the nation. Thus, it is possible to recognize, through a historical journey through different latitudes in Latin America, the orientation that has been given at different times to the structure of their educational systems with repercussions on the design of teacher training programs. This is presented as a direct response to the prevailing economic, political, cultural and epistemological currents that permeate the professional practice of the educator. Faced with this situation, teachers are left to reproduce homogenizing practices or, on the contrary, to assume emancipatory practices. The latter is possible when autonomy is used as one of the qualities present in educational reforms in recent times, which is made feasible through the design and implementation of educational research projects, thus enriching the teacher's praxis and that of their learning community. Therefore, teaching practice should be considered a dynamic process in which different factors intervene for the creation and recreation of knowledge in context. |
|---|