Formación ecopedagógica en los normalistas superiores
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Fecha
2018
Autores
Diazgranados Padilla, Adis
Tatis Mosquera, Ana Lucia
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
En el marco de este trabajo final de maestría se realiza una investigación sobre la formación ecopedagógica en los Normalistas superiores del departamento del Atlántico, para ello se estableció determinar los elementos fundamentales para la formación ecopedagógica de los estudiantes del programa de formación complementario de las Escuelas Normales Superiores del Departamento del Atlántico.
Se utilizaron diferentes instrumentos para recolección de información enmarcado en un estudio histórico – hermenéutico, fueron la encuesta, la observación y los grupos focales, aplicados a una muestra de dos escuelas Normales Superiores del departamento del Atlántico, una ubicada en la zona rural y otra en la zona urbana.
Los resultados obtenidos señalan que en las escuelas normales superiores del Atlántico no se está formando bajo los principios de la ecopedagogía. No se tiene una articulación entre el currículo y los procesos ecopedagógicos.
Por otro lado, se realiza una propuesta que incluya una transformación del ser, del saber hacer, del saber convivir del docente mediante la inclusión de los principios de la carta de la Tierra al currículo como como eje integral e integrador de los procesos y acciones que se articulan con pertinencia, coherencia y transversalidad desde la implementación de los programas, proyectos, planes y acciones educativas, y que circulan en la evaluación, la investigación y la extensión como grandes pilares de la estructura curricular.
Within the framework of this final master's program, a research on Eco pedagogical training is carried out in the higher Normalists of the Department of the Atlantic, for which purpose it was established to determine the fundamental elements for the Eco pedagogic formation of the students of the Superior Normal Schools of the Department of the Atlantic. Different instruments were used to collect information framed in a historical - hermeneutical study, were the survey, observation and focus groups, applied to a sample of two Superior Normal schools in the department of Atlántico, one located in the rural area and another in the urban area. The results obtained indicate that in the upper normal schools of the Atlantic it is not being formed under the principles of Eco pedagogy. There is no articulation between the curriculum and the Eco pedagogical processes. On the other hand, a proposal is made that includes a transformation of the being, of know-how, of the coexistence of the teacher through the inclusion of the principles of the Earth Charter to the curriculum as an integral and integrating axis of the processes and actions that they are articulated with relevance, coherence and transversality from the implementation of the programs, projects, plans and educational actions, and that circulate in the evaluation, research and extension as major pillars of the curricular structure.
Within the framework of this final master's program, a research on Eco pedagogical training is carried out in the higher Normalists of the Department of the Atlantic, for which purpose it was established to determine the fundamental elements for the Eco pedagogic formation of the students of the Superior Normal Schools of the Department of the Atlantic. Different instruments were used to collect information framed in a historical - hermeneutical study, were the survey, observation and focus groups, applied to a sample of two Superior Normal schools in the department of Atlántico, one located in the rural area and another in the urban area. The results obtained indicate that in the upper normal schools of the Atlantic it is not being formed under the principles of Eco pedagogy. There is no articulation between the curriculum and the Eco pedagogical processes. On the other hand, a proposal is made that includes a transformation of the being, of know-how, of the coexistence of the teacher through the inclusion of the principles of the Earth Charter to the curriculum as an integral and integrating axis of the processes and actions that they are articulated with relevance, coherence and transversality from the implementation of the programs, projects, plans and educational actions, and that circulate in the evaluation, research and extension as major pillars of the curricular structure.
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Palabras clave
Ecopedagogía, Articulación, PEI, Transversalidad, Currículo, Carta de la Tierra, Ecopedagogy, Articulation, Transversality, Curriculum, Earth Charter