Rol docente desde la praxis socio-discursiva en entornos virtuales de educación superior
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Fecha
2019
Autores
Turizo Arzuza, Maritza Elena
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
En correspondencia con la pregunta problemática que motivó y guió el proceso de
investigación, fue posible integrar los ejes del rol docente, a través de un constructo
científico y empírico, sustentado desde la teoría y la práctica socio-discursiva en
entornos virtuales de educación superior. Sobre la base de un paradigma histórico -
hermenéutico, con un sustrato filosófico fenomenológico; el problema se desentrañó en
contextos particulares, sin abstraerlo del entorno sociocultural en el que se produjo:
entornos virtuales, en este caso. En esta línea, se aceptó la Etnometodología como una
opción que permitía interpretar y evaluar las experiencias de sujetos que, a pesar de
estar físicamente separados, compartían escenarios virtuales organizados y regulados
con fines formativos, por un rol institucional definido (docente, alumno o asesor
técnico). En cuanto al trabajo empírico, bajo un diseño emergente con una ruta en
espiral, se utilizaron técnicas de Análisis del discurso y Etnografía virtual: observación
sistemática no participante, entrevistas semiestructuradas en profundidad, revisión de
documentos, análisis de contenido y análisis de textos asíncronos y sincrónicos, entre
estos últimos, diálogos en línea (chat). Además, se administró una Escala de
Valoración Likert a través de un formulario electrónico. De esta manera, fue posible
revelar que la gratitud, el entusiasmo y la expectativa son sentimientos positivos que se
unen con tensiones y conflictos marcados por la soledad, el aislamiento y la necesidad
de orientación. Asimismo, el exhaustivo trabajo de campo realizado condujo a la
clasificación de los ejes del rol docente, desde una mirada a la situación actual, pero
sobre todo, a considerar su valor potencial en escenarios discursivos educativos y
sociales. Estos resultados, junto con la sistematización de referentes y estado del arte,
llevaron a delinear las bases teóricas, epistemológicas y metodológicas de una
construcción científica y empírica en forma de un pentágono. Dentro de esto, se
configuró una gran red metadidáctica de categorías socio-discursivas emergentes, una
ruta propicia para el engranaje de los ejes del rol docente en entornos virtuales. Todo
esto, apoyado en una serie de analogías teóricas, tríadas epistemológicas, principios e
imperativos metodológicos sobre los que se basa firmemente, esa Macrored llamada
Paidoteca E-Learning.
In correspondence with the problem question that motivated and guided the research process, it was possible to integrate the axes of the teaching role, through a scientific and empirical construct, sustained from the theory and the social-discursive practice in virtual environments of higher education. On the basis of a historical paradigm - hermeneutic, with a phenomenological philosophical substratum; the problem was unraveled in particular contexts, without abstracting it from the sociocultural environment in which it was produced: virtual environments, in this case. Along this line, ethnomethodology was accepted as an option that allowed interpreting and assessing the experiences of subjects who, despite being physically separated, shared virtual scenarios organized and regulated for training purposes, because of a defined institutional role (teacher, student or technical advisor). Regarding empirical work, under an emerging design with a spiral route, techniques of Discourse Analysis and Virtual Ethnography were used: systematic non-participant observation, in-depth semistructured interviews, document review, analysis of content and asynchronous and synchronous texts, among the latter ones, online dialogs (chat). In addition, a Likert Rating Scale was administered through a digital form. In this way, it was possible to reveal that gratitude, enthusiasm and expectation are positive feelings that come together with tensions and conflicts marked by loneliness, isolation and the need for guidance. Likewise, the exhaustive field work carried out led to the classification of the axes of the teaching role, from a view to the current situation, but above all, pondering its potential value in educative and social discursive scenarios.These results, together with the systematization of referents and state of the art, led to delineate the theoretical, epistemological and methodological bases of a scientific and empirical construct in the form of a pentagon. Within this, a great metadidactic network of emergent social discursive categories was configured, a propitious route for the gear of the axes of the teaching role in virtual environments. All this, supported by a series of theoretical analogies, epistemological triads, principles and methodological imperatives on which it is firmly based, that macrored called Paidoteca E-Learning.
In correspondence with the problem question that motivated and guided the research process, it was possible to integrate the axes of the teaching role, through a scientific and empirical construct, sustained from the theory and the social-discursive practice in virtual environments of higher education. On the basis of a historical paradigm - hermeneutic, with a phenomenological philosophical substratum; the problem was unraveled in particular contexts, without abstracting it from the sociocultural environment in which it was produced: virtual environments, in this case. Along this line, ethnomethodology was accepted as an option that allowed interpreting and assessing the experiences of subjects who, despite being physically separated, shared virtual scenarios organized and regulated for training purposes, because of a defined institutional role (teacher, student or technical advisor). Regarding empirical work, under an emerging design with a spiral route, techniques of Discourse Analysis and Virtual Ethnography were used: systematic non-participant observation, in-depth semistructured interviews, document review, analysis of content and asynchronous and synchronous texts, among the latter ones, online dialogs (chat). In addition, a Likert Rating Scale was administered through a digital form. In this way, it was possible to reveal that gratitude, enthusiasm and expectation are positive feelings that come together with tensions and conflicts marked by loneliness, isolation and the need for guidance. Likewise, the exhaustive field work carried out led to the classification of the axes of the teaching role, from a view to the current situation, but above all, pondering its potential value in educative and social discursive scenarios.These results, together with the systematization of referents and state of the art, led to delineate the theoretical, epistemological and methodological bases of a scientific and empirical construct in the form of a pentagon. Within this, a great metadidactic network of emergent social discursive categories was configured, a propitious route for the gear of the axes of the teaching role in virtual environments. All this, supported by a series of theoretical analogies, epistemological triads, principles and methodological imperatives on which it is firmly based, that macrored called Paidoteca E-Learning.
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Palabras clave
Construcción científica y empírica, Educación superior, Entorno virtual, Praxis socio-discursiva, Rol docente, Scientific and empirical construction, Higher education, Virtual environment, Social and discursive praxis, Teaching role