Identidad escindida por dos contextos: Barcelona y Pereira (Repercusiones en el proceso de formación)
Identidad escindida por dos contextos: Barcelona y Pereira (Repercusiones en el proceso de formación)
Autores
Director
Trigo Aza , Eugenia
Autor corporativo
Recolector de datos
Otros/Desconocido
Director audiovisual
Editor/Compilador
Editores
Universidad Tecnológica de Pereira
Tipo de Material
Fecha
2019
Cita bibliográfica
Título de serie/ reporte/ volumen/ colección
Es Parte de
Resumen
El proyecto formuló el reconocimiento e interpretación de las experiencias de dos contextos: Pereira y Barcelona, para el encuentro de identidad y su repercusión en el proceso de formación. Recorremos el camino de nuestra vida con abundancia de estímulos, pero sin valorarlos como experiencias conscientes; así que la tesis, generó un sendero de redención de mi propia intimidad, desde una estructuración personal y visión de mundos, de relaciones y reflexiones con significado en mi propia identidad, afectada por la influencia de fuertes contrastes contextuales. En la autoformación, el reconocimiento de los implícitos que las experiencias nos entregan, permite la identificación del camino de una transformación existencial que configure la identidad objetiva, es decir, desde un enfoque de autoconocimiento y la interacción con el medio. Todo ello, se estudió mediante un producto narrativo de género autobiográfico, que, al mismo tiempo, sirvió de instrumento investigativo mediante dos lenguajes: el texto y la imagen, como elementos significativos de la memoria para el reconocimiento del impacto de las subjetividades en el acto educativo. Para alimentar el estudio, se complementó con una propuesta didáctica que implicara a estudiantes, quienes, desde un proceso de aprendizaje, involucraran el valor de sus propias experiencias de vida, y así, otorgar voz a sus narrativas para la auto-reflexión. Lo anterior, sumado al estudio de los contextos de influencia en mi formación reviviendo el pasado y contrastándolo con el presente desde la interacción real y la reflexión de las transformaciones mediante el desplazamiento a lugares de influjo, proporcionó sustanciales y significativas consecuencias en el posicionamiento de mi práctica docente y mi búsqueda de identidad.
The project proposed the recognition and interpretation of the experiences of two contexts: Pereira and Barcelona, for the identity meeting and its impact on the training process. We walk the path of our life with an abundance of stimuli, but without valuing them as conscious experiences; so the thesis generated a path of redemption of my own intimacy, from a personal structuring and vision of worlds, of relationships and reflections with meaning in my own identity, affected by the influence of strong contextual contrasts. In self-training, the recognition of the implicit experiences that give us, allows the identification of the path of an existential transformation that configures the objective identity, that is, from a self-knowledge approach and interaction with the environment. All this was studied through an autobiographical narrative product, which, at the same time, served as an investigative instrument through two languages: text and image, as significant elements of memory for the recognition of the impact of subjectivities on the act. educational. To feed the study, it was complemented with a didactic proposal that would involve students, who, from a learning process, would involve the value of their own life experiences, and thus, give voice to their narratives for self-reflection. The above, added to the study of the contexts of influence in my training reviving the past and contrasting it with the present from the real interaction and the reflection of the transformations by moving to places of influence, provided substantial and significant consequences in the positioning of my teaching practice and my search for identity.
The project proposed the recognition and interpretation of the experiences of two contexts: Pereira and Barcelona, for the identity meeting and its impact on the training process. We walk the path of our life with an abundance of stimuli, but without valuing them as conscious experiences; so the thesis generated a path of redemption of my own intimacy, from a personal structuring and vision of worlds, of relationships and reflections with meaning in my own identity, affected by the influence of strong contextual contrasts. In self-training, the recognition of the implicit experiences that give us, allows the identification of the path of an existential transformation that configures the objective identity, that is, from a self-knowledge approach and interaction with the environment. All this was studied through an autobiographical narrative product, which, at the same time, served as an investigative instrument through two languages: text and image, as significant elements of memory for the recognition of the impact of subjectivities on the act. educational. To feed the study, it was complemented with a didactic proposal that would involve students, who, from a learning process, would involve the value of their own life experiences, and thus, give voice to their narratives for self-reflection. The above, added to the study of the contexts of influence in my training reviving the past and contrasting it with the present from the real interaction and the reflection of the transformations by moving to places of influence, provided substantial and significant consequences in the positioning of my teaching practice and my search for identity.