Autorregulación del aprendizaje: Lineamientos pedagógicos para la transformación de la práctica docente orientada a la promoción de la comprensión lectora
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Fecha
2019
Autores
Consuegra Consuegra, Carmen María
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
El estudio que se presenta tuvo como propósito diseñar colectivamente lineamientos referidos a la autorregulación del aprendizaje para la transformación de la práctica pedagógica orientada a la promoción de la comprensión lectora en estudiantes universitarios, siendo esta una competencia relevante en el mundo actual. El trabajo siguió los fundamentos teóricos de Vygotsky (1999), Ausubel (2002), Bandura (1989), Larrivee (2008), el Ministerio de Educación Nacional (MEN, 2017), junto a otros. La investigación se enmarca en el paradigma Socio-Crítico, con enfoque mixto considerando el uso de instrumentos cuantitativos (cuestionarios con escala Likert) y cualitativos (entrevista semiestructurada y Focus Group), para la búsqueda de respuestas de parte de los 100 docentes y 240 estudiantes de la Universidad del Atlántico. Se destacó como actividad educativa la transmisión y repetición, con estrategias de evaluación orientadas al conflicto cognitivo, organización de los alumnos de forma grupal y estrategias de participación mediadas, resaltando la práctica reflexiva pedagógica desde un enfoque constructivista. La autorregulación del aprendizaje se localizó de forma moderada, siendo el nivel inferencial el que destaca en la comprensión lectora. Se concluye que la transformación de la práctica pedagógica pudiera reforzar la autorregulación del aprendizaje en comprensión lectora, así como la concreción de una integralidad de la reflexión de todas las áreas y saberes que se orientan en la Universidad del
Atlántico; para lo cual los docentes proponen conciliar acuerdos para la integralidad de estrategias didácticas que propicien la comprensión lectora en los estudiantes universitarios y generen el alcance del nivel de lectura crítico que se requiere en este nivel educativo.
The study presented was intended to collectively design guidelines related to the self-regulation of learning for the transformation of pedagogical practice aimed at promoting reading comprehension in university students, this being a relevant competence in today's world. The work followed the theoretical foundations of Vygotsky (1999), Ausubel (2002), Bandura (1989), Larrivee (2008), the Ministry of National Education (MEN, 2017), along with others. The research is part of the Socio-Critical paradigm, with a mixed approach considering the use of quantitative instruments (questionnaires with Likert scale) and qualitative (semi-structured interview and Focus Group), for the search for answers from 100 teachers and 240 students from the Universidad del Atlántico. Transmission and repetition were highlighted as an educational activity, with evaluation strategies oriented to cognitive conflict, group organization of students and mediated participation strategies, highlighting the pedagogical reflective practice from a constructivist approach. The self-regulation of learning was located in a moderate way, the inferential level being the one that stands out in reading comprehension. It is concluded that the transformation of the pedagogical practice could reinforce the self-regulation of learning in reading comprehension, as well as the concretion of an integrality of the reflection of all the areas and knowledge that are oriented in the University of the Atlantic; for which the teachers propose to reconcile agreements for the integrality of didactic strategies that propitiate the reading comprehension and generate the reach of the level of critical reading that is required in this educational level.
The study presented was intended to collectively design guidelines related to the self-regulation of learning for the transformation of pedagogical practice aimed at promoting reading comprehension in university students, this being a relevant competence in today's world. The work followed the theoretical foundations of Vygotsky (1999), Ausubel (2002), Bandura (1989), Larrivee (2008), the Ministry of National Education (MEN, 2017), along with others. The research is part of the Socio-Critical paradigm, with a mixed approach considering the use of quantitative instruments (questionnaires with Likert scale) and qualitative (semi-structured interview and Focus Group), for the search for answers from 100 teachers and 240 students from the Universidad del Atlántico. Transmission and repetition were highlighted as an educational activity, with evaluation strategies oriented to cognitive conflict, group organization of students and mediated participation strategies, highlighting the pedagogical reflective practice from a constructivist approach. The self-regulation of learning was located in a moderate way, the inferential level being the one that stands out in reading comprehension. It is concluded that the transformation of the pedagogical practice could reinforce the self-regulation of learning in reading comprehension, as well as the concretion of an integrality of the reflection of all the areas and knowledge that are oriented in the University of the Atlantic; for which the teachers propose to reconcile agreements for the integrality of didactic strategies that propitiate the reading comprehension and generate the reach of the level of critical reading that is required in this educational level.
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Autorregulación del aprendizaje, Práctica docente, Comprensión lectora, Estudiantes universitarios, Learning Self-regulation, Teaching practice, Reading comprehension, University students