Prácticas pedagógicas religadas por los saberes ancestrales y la intergeneracionalidad en la educación rural del municipio de San Pelayo
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Fecha
2022
Autores
Vargas Hernández, Enadis Ester
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
La intencionalidad principal de la investigación fue religar la práctica pedagógica rural a los
saberes ancestrales y la intergeneracionalidad, en un contexto sociocrítico de los planes de estudio,
enfrentando el reto del fortalecimiento del pensamiento humanista y del emprendimiento para el
desarrollo socio-económico local a partir de la emancipación del Ser. El sendero metodológico recorrió
la ruta del realismo ontológico, paradigma sociocrítico y de la complejidad, enfoque cualitativo, en un
diseño de Investigación acción educativa. El procedimiento de la investigación se desarrolló
sistémicamente con actividades científicas donde se contó con la colaboración de todos los colectivos
involucrados en el entorno educativo de la Institución educativa El Gas como contexto socio educativo
de estudio. Como resultado de la investigación se rediseñan los planes de estudio teniendo como
fundamento los documentos oficiales del Ministerio de Educación Nacional analizados en el trayecto,
denominando la iniciativa como ‘Planes de estudio para una educación rural en formato pasado -
presente – futuro: ancestralidad – cientificidad – desarrollo local’ donde por consenso se determinó la
vinculación a través del eje integrador: saberes ancestrales e intergeneracionalidad. Se concluye con la
consideración del surgimiento de una práctica pedagógica reflexiva desde el seno de las propias
vivencias, el aprovechamiento del conocimiento ancestral y el científico con la plena colaboración de
todos los actores socio educativos para mejorar cada día la calidad de la educación rural.
The main intention of the research was to link rural pedagogical practice to ancestral knowledge and intergenerationality, in a sociocritical context of the curricula, facing the challenge of strengthening humanist thought and entrepreneurship for local socio-economic development from the emancipation of the Self. The methodological path traveled the route of ontological realism, sociocritical paradigm and complexity, qualitative approach, in a design of Educational Action Research. The research procedure was developed systemically with scientific activities where all the groups involved in the educational environment of the El Gas educational institution were collaborated as a socio-educational context of study. As a result of the research, the curricula are redesigned based on the official documents of the Ministry of National Education analyzed along the way, calling the initiative 'Curricula for rural education in a past-present-future format: ancestry-scientificity-local development' where by consensus the link was determined through the integrating axis: ancestral knowledge and intergenerationality. It concludes with the consideration of the emergence of a reflective pedagogical practice from within their own experiences, the use of ancestral and scientific knowledge with the full collaboration of all socio-educational actors to improve the quality of rural education every day.
The main intention of the research was to link rural pedagogical practice to ancestral knowledge and intergenerationality, in a sociocritical context of the curricula, facing the challenge of strengthening humanist thought and entrepreneurship for local socio-economic development from the emancipation of the Self. The methodological path traveled the route of ontological realism, sociocritical paradigm and complexity, qualitative approach, in a design of Educational Action Research. The research procedure was developed systemically with scientific activities where all the groups involved in the educational environment of the El Gas educational institution were collaborated as a socio-educational context of study. As a result of the research, the curricula are redesigned based on the official documents of the Ministry of National Education analyzed along the way, calling the initiative 'Curricula for rural education in a past-present-future format: ancestry-scientificity-local development' where by consensus the link was determined through the integrating axis: ancestral knowledge and intergenerationality. It concludes with the consideration of the emergence of a reflective pedagogical practice from within their own experiences, the use of ancestral and scientific knowledge with the full collaboration of all socio-educational actors to improve the quality of rural education every day.
Descripción
Palabras clave
Práctica pedagógica, Educación rural, Saberes ancestrales, Intergeneracionalidad, Pedagogical practice, Rural education, Ancestral knowledge, Intergenerationality