No es el maestro, es lo que pasa cuando enseña: un estudio reflexivo acerca de las prácticas educativas, en la enseñanza del texto argumentativo, tipo afiche
No es el maestro, es lo que pasa cuando enseña: un estudio reflexivo acerca de las prácticas educativas, en la enseñanza del texto argumentativo, tipo afiche
Autores
Director
Puerta Giraldo, Carlos Emilio
Autor corporativo
Recolector de datos
Otros/Desconocido
Director audiovisual
Editor/Compilador
Editores
Universidad Tecnológica de Pereira
Tipo de Material
Fecha
2022
Cita bibliográfica
Título de serie/ reporte/ volumen/ colección
Es Parte de
Resumen
Con esta investigación se pretendió Comprender las prácticas educativas del profesor, durante la enseñanza de la producción de textos argumentativos, tipo afiche, con estudiantes de grado 7, en el marco de la aplicación de una secuencia didáctica de enfoque comunicativo; que se elaboró con los aportes teóricos de Hymes y Cassany, los cuales asumen el lenguaje como un acto comunicativo que se origina en situaciones concretas, reales, sociales e históricamente situadas y, desde Jolibert, Camps, Pérez Abril y Roa, quienes dieron elementos para elaborar su estructura e implementación. El estudio se desarrolló desde un paradigma cualitativo, haciendo uso de tres instrumentos de observación: la autobiografía, el diario de campo y la videograbación.
El proceso de reflexión que el profesor realizó sobre su propia práctica, evidencia transformaciones en las maneras de enseñar, como: el cambio de metodologías tradicionales a metodologías innovadoras, rupturas en la fundamentación teórica, en la apertura al cambio del docente y en aspectos tan relevantes como la interacción maestro-estudiante. Estos aspectos fueron establecidos como las categorías de análisis del estudio. Culminada la investigación, los hallazgos indican que una reflexión organizada, permanente y crítica de las prácticas educativas, permiten al maestro transformarse para así poder dar cuenta de las necesidades reales de sus estudiantes, en la enseñanza del lenguaje.
This research aimed to understand the educational practices of the teacher, during the teaching of the production of argumentative texts, poster type, to students of grade 7, within the framework of the application of a didactic sequence of communicative approach; which was elaborated with the theoretical contributions of Hymes and Cassany, who assume language as a communicative act that originates in concrete, real, social and historically situated situations and, from Jolibert, Camps, Abril & Roa, who gave elements to elaborate their structure and implementation. The study was developed from a qualitative paradigm, making use of three observation instruments: autobiography, the field diary, and video recording. The observations that the teacher made about his own practice showed that the transformations in the ways of teaching, which went from using traditional methodologies to innovative methodologies, are processes that imply breaks in the theoretical foundation, in the openness to change of the teacher and in aspects as relevant as the teacher-student interaction, which were established as the categories of analysis of the study. After the investigation, the results affirm that an organized, permanent and critical reflection of their educational practices allows the teacher to transform himself in order to be able to account for the real needs of his students, in the teaching of language.
This research aimed to understand the educational practices of the teacher, during the teaching of the production of argumentative texts, poster type, to students of grade 7, within the framework of the application of a didactic sequence of communicative approach; which was elaborated with the theoretical contributions of Hymes and Cassany, who assume language as a communicative act that originates in concrete, real, social and historically situated situations and, from Jolibert, Camps, Abril & Roa, who gave elements to elaborate their structure and implementation. The study was developed from a qualitative paradigm, making use of three observation instruments: autobiography, the field diary, and video recording. The observations that the teacher made about his own practice showed that the transformations in the ways of teaching, which went from using traditional methodologies to innovative methodologies, are processes that imply breaks in the theoretical foundation, in the openness to change of the teacher and in aspects as relevant as the teacher-student interaction, which were established as the categories of analysis of the study. After the investigation, the results affirm that an organized, permanent and critical reflection of their educational practices allows the teacher to transform himself in order to be able to account for the real needs of his students, in the teaching of language.