Formación integral y complejidad en la educación básica secundaria
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Fecha
2016
Autores
Valencia Martínez, Iván Javier
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
Formación Integral y complejidad en la Educación Básica Secundaria, es una tesis doctoral que centra su objeto de estudio en la educación desde la complejidad, escenario significativo para interpretar e identificar nuevas formas de comprensión del acto educativo, donde la pedagogía del docente es fundamental para los procesos académicos.
Comprender desde la escuela que el sujeto de la educación es un ser humano multidimensional, sumergido en una diáspora de incertidumbres, certezas, dudas, sueños, utopías, situaciones que requieren de miradas complejas para reconocer las conexiones que dinamizan el tejido social del conocimiento y de los saberes que circulan dentro y fuera del aula.
Los postulados teóricos toman como referencia reconocidos autores clásicos y contemporáneos, visionarios de una educación integradora y sistémica de conocimientos, saberes, habilidades y competencias, en el contexto de una realidad escolar de particularidades excepcionales generadoras de un plus diferenciador.
Privilegia el análisis hermenéutico de los procesos que intervienen en la formación integral y asume su comprensión e interpretación en el contexto de la escuela, con el propósito de penetrar en los imaginarios que guían las formas de pensar, sentir y actuar de los miembros de la comunidad docente durante el ejercicio del acto educativo. Para ello, la apropiación de un modelo etnográfico de investigación acción compleja para la transformación, fue la vía metodológica que permitió generar actitudes de transformación en los docentes.
Una práctica docente integral desde la complejidad, propicia comprensión y valoración del estudiante en su condición de ser humano, necesario para una sociedad incluyente, dialógica y con profunda sensibilidad.
Integral formation and complexy basic education secondary, is a doctoral thesis that focuses its object of study in education from the complexy, significant scenario to interpret and identify new forms of understanding of the educational act, where the pedagogy of the teacher is fundamental for the academic processes. Understand from the school that the subject of education is a multidimensional human being, immersed in a diáspora of uncertainties, certainties, doubts, dreams, utopías, situations that require complex looks to recognize the connections that energize the social fabric of knowledge and the knowledge circulating inside and outside the classroom. The theoretical postulates take as reference recognized classical and contemporary authors, visionaries of an integrative and systematic education of knowledge, knowledge, skills and competences, in the context of a school reality of exceptional peculiarities generating a plus differentiator. Privileges the hermeneutic analysis of the processes that take part in the integral formation and assumes it is compression and interpretation in the context of the school, with the purpose of penetrating in the imaginaries that guide the ways of thinking, feeling and acting of the members of the community teacher during the exercise of educational act. For this purpose, the appropriation of an ethnographic model of research, a complex action for the transformation, was the methodological route that allowed to generate attitudes of transformation in the teachers. An integral teaching practice from the complexity, propitious compression and valuation of the student in his condition of being human, necessary for an inclusive society, dialogic and with deep sensitivity.
Integral formation and complexy basic education secondary, is a doctoral thesis that focuses its object of study in education from the complexy, significant scenario to interpret and identify new forms of understanding of the educational act, where the pedagogy of the teacher is fundamental for the academic processes. Understand from the school that the subject of education is a multidimensional human being, immersed in a diáspora of uncertainties, certainties, doubts, dreams, utopías, situations that require complex looks to recognize the connections that energize the social fabric of knowledge and the knowledge circulating inside and outside the classroom. The theoretical postulates take as reference recognized classical and contemporary authors, visionaries of an integrative and systematic education of knowledge, knowledge, skills and competences, in the context of a school reality of exceptional peculiarities generating a plus differentiator. Privileges the hermeneutic analysis of the processes that take part in the integral formation and assumes it is compression and interpretation in the context of the school, with the purpose of penetrating in the imaginaries that guide the ways of thinking, feeling and acting of the members of the community teacher during the exercise of educational act. For this purpose, the appropriation of an ethnographic model of research, a complex action for the transformation, was the methodological route that allowed to generate attitudes of transformation in the teachers. An integral teaching practice from the complexity, propitious compression and valuation of the student in his condition of being human, necessary for an inclusive society, dialogic and with deep sensitivity.
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Palabras clave
Formación Integral, Complejidad, Básica Secundaria, Transformación, Religación y Praxis, Integral formation, Complexity, Basic secondary, Transformation, Religation and praxis