Discurso Pedagógico Jurídico: una aproximación desde la complejidad
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Fecha
2018
Autores
Mendoza De la Espriella, Félix
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
La presente investigación doctoral denominada Discurso Pedagógico Jurídico: una aproximación desde la Complejidad, concentra su objetivo de estudio en el análisis del actual discurso de la educación jurídica, contexto revelador para inferir y reconocer nuevos perfiles de entendimiento de la comunicación pedagógica, en la cual la práctica discursiva del docente y su interacción con el estudiante cumple un cometido relevante en el desarrollo del aprendizaje y la enseñanza del derecho. Su propósito es coadyuvar al valor del discurso educativo y su influencia en la formación universitaria, incorporándole elementos de la complejidad que contribuyan a la comprensión de los saberes y conocimientos, significar el proceso educativo como un instrumento de humanización y convertir al discurso pedagógico jurídico complejo en fundamento para formar en contextos dialógicos, sistémicos y hologramáticos.
El universo de la sala de clases es un escenario multicultural y sociolingüístico confluyente de diversas tendencias etnográficas que demandan observarlas desde la complejidad para explorar las interrelaciones que activan el discurso docente y discente, movilizador del conocimiento. Las premisas teóricas que homologan el progreso de esta investigación asumen como referentes a prestantes autores clásicos y modernos que perciben en la óptica compleja una nueva forma de pensar, hacer y decir. Este trabajo privilegia la observación interpretativa de los progresos educativos en las prácticas pedagógicas jurídico-discursivas y acepta su intelección en el entorno del aula universitaria, con el fin de ingresar en los imaginarios culturales que orientan los modos de discurrir, sentir, generar discursos y actuar de los profesores mientras se realiza el acto discursivo.
Con ese fin la adopción de un tipo micro etnográfico de investigación en el aula de clase fue la ruta metodológica que posibilitó el desarrollo de interpretaciones etnológicas, la implementación de dispositivos de búsqueda cualitativa y la realización de ejercicios sobre el objeto de estudio. La existencia de una praxis docente de aula debe patrocinar la consideración, respeto, inclusión, tolerancia, estimación, creatividad e innovación discursiva del estudiante, en un entorno educativo y formativo arbitrado por ambientes nacientes de sana coexistencia, inclusión y tolerancia.
The present doctoral research called Legal Pedagogical Discourse: an approach from the Complexity, concentrates its study objective in the analysis of the current discourse of legal education, revealing context to infer and recognize new profiles of understanding of pedagogical communication, in which the discursive practice of the teacher and his interaction with the student fulfills a relevant role in the development of learning and teaching of law. Its purpose is to contribute to the value of educational discourse and its influence on university education, incorporating elements of complexity that contribute to the understanding of knowledge and knowledge, meaning the educational process as an instrument of humanization and convert complex legal pedagogical discourse into foundation to form in dialogical, systemic and hologrammatic contexts. The universe of the classroom is a multicultural and sociolinguistic confluent scenario of diverse ethnographic tendencies that demand to observe them from the complexity to explore the interrelations that activate the discourse of teaching and learning, mobilizing knowledge. The theoretical premises that validate the progress of this research assume as reference to borrowers classic and modern authors who perceive in complexity a new way of thinking, doing and saying. This work privileges the interpretative observation of educational developments in legal-discursive pedagogical practices and accepts their intellection in the university classroom environment, in order to enter into the cultural imaginaries that guide the ways of thinking, feeling, generating discourses and acting of the teachers while the discursive act is performed. To that end, the adoption of a micro ethnographic type of research in the classroom was the methodological route that enabled the development of ethnological interpretations, the implementation of qualitative search devices and the realization of exercises on the object of study. The existence of a classroom teaching praxis should sponsor consideration, respect, inclusion, tolerance, estimation, creativity and discursive innovation of the student, in an educational and training environment arbitrated by emerging environments of healthy coexistence, inclusion and tolerance.
The present doctoral research called Legal Pedagogical Discourse: an approach from the Complexity, concentrates its study objective in the analysis of the current discourse of legal education, revealing context to infer and recognize new profiles of understanding of pedagogical communication, in which the discursive practice of the teacher and his interaction with the student fulfills a relevant role in the development of learning and teaching of law. Its purpose is to contribute to the value of educational discourse and its influence on university education, incorporating elements of complexity that contribute to the understanding of knowledge and knowledge, meaning the educational process as an instrument of humanization and convert complex legal pedagogical discourse into foundation to form in dialogical, systemic and hologrammatic contexts. The universe of the classroom is a multicultural and sociolinguistic confluent scenario of diverse ethnographic tendencies that demand to observe them from the complexity to explore the interrelations that activate the discourse of teaching and learning, mobilizing knowledge. The theoretical premises that validate the progress of this research assume as reference to borrowers classic and modern authors who perceive in complexity a new way of thinking, doing and saying. This work privileges the interpretative observation of educational developments in legal-discursive pedagogical practices and accepts their intellection in the university classroom environment, in order to enter into the cultural imaginaries that guide the ways of thinking, feeling, generating discourses and acting of the teachers while the discursive act is performed. To that end, the adoption of a micro ethnographic type of research in the classroom was the methodological route that enabled the development of ethnological interpretations, the implementation of qualitative search devices and the realization of exercises on the object of study. The existence of a classroom teaching praxis should sponsor consideration, respect, inclusion, tolerance, estimation, creativity and discursive innovation of the student, in an educational and training environment arbitrated by emerging environments of healthy coexistence, inclusion and tolerance.
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Palabras clave
Discurso pedagógico-jurídico, Competencias, Complejidad, Pedagogical-juridical discourse, Competences, Complexity