Un abordaje reflexivo y necesario sobre la didáctica y la escuela
Un abordaje reflexivo y necesario sobre la didáctica y la escuela
Autores
Director
Serna Álzate , Irma Lucía
Autor corporativo
Recolector de datos
Otros/Desconocido
Director audiovisual
Editor/Compilador
Editores
Universidad Tecnológica de Pereira
Tipo de Material
Fecha
2021
Cita bibliográfica
Título de serie/ reporte/ volumen/ colección
Es Parte de
Resumen
El siguiente trabajo es el resultado de un abordaje reflexivo y necesario sobre la
escuela, donde se indaga sobre las didácticas contextuales y la didáctica no
parametral, éstas como sucesos fundamentales en los procesos de enseñanza -aprendizaje.
La presente reflexión se realiza en el marco del seminario especializado:
Reflexiones didácticas para una escuela diversa y pretende resaltar la importancia
de hacer un análisis crítico desde el papel que tenemos como educadores, de
cómo esas didácticas nos permiten llevar a cabo de una mejor manera la labor de
enseñar, teniendo en cuenta la diversidad que conforma el escenario educativo y
partiendo siempre desde las realidades contextuales.
Éste trabajo esta permeado por una visión que me dio la carrera de Etnoeducación
y Desarrollo comunitario, donde la empatía y la esperanza en el trabajo colectivo
tienen gran fuerza, donde se reconocen las presiones y violencias históricas que
ha vivenciado la escuela.
The following thesis is the result of a reflective and necessary approach to school, where specific didactics and non-parametric didactics are investigated, these as fundamental events in the teaching-learning processes. This reflection is carried out within the framework of the specialized seminar: Didactic reflections for a diverse school and aims to highlight the importance of making a critical analysis from the role we have as educators, of how these didactics allow us to carry out in a better way the labor of teaching, taking into account the diversity that makes up the educational scene and always starting from the contextual realities of those who attend the classroom. This investigation is permeated by a vision that the Ethnoeducation and Community Development career gave me, and in which the pressures and historical violence that the school has experienced are recognized. But also where it is also recognized for its libertarian and emancipatory character, where hope and collective work are built.
The following thesis is the result of a reflective and necessary approach to school, where specific didactics and non-parametric didactics are investigated, these as fundamental events in the teaching-learning processes. This reflection is carried out within the framework of the specialized seminar: Didactic reflections for a diverse school and aims to highlight the importance of making a critical analysis from the role we have as educators, of how these didactics allow us to carry out in a better way the labor of teaching, taking into account the diversity that makes up the educational scene and always starting from the contextual realities of those who attend the classroom. This investigation is permeated by a vision that the Ethnoeducation and Community Development career gave me, and in which the pressures and historical violence that the school has experienced are recognized. But also where it is also recognized for its libertarian and emancipatory character, where hope and collective work are built.
Descripción general
Este informe reúne una relación discursiva de los elementos que la autora adquiere en el seminario especializado "Reflexiones didácticas para una escuela diversa"