Práctica pedagógica interdisciplinar para la formación integral de ingenieros
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Fecha
2020
Autores
Rodríguez Lozano, Erika Paola
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
La formación de Ingenieros se encuentra permeada por prácticas pedagógicas
tradicionales o profesionalizantes, donde la mayoría de los docentes carecen de estudios en
docencia, y de experiencia profesional diferente a la docente, que permitan resignificar los
conocimientos adquiridos.
La presente Tesis Doctoral, centra su objeto de estudio en la pedagogía, y se encuentra
relacionada en la línea de investigación, pedagogía, educación y complejidad, esta propuesta se
desarrolla por medio de la Investigación Acción Educativa, es de tipo cualitativa y enmarcada en
el paradigma Socio crítico, pertinente para lograr la transformación o tránsito desde lo tradicional
hacia lo interdisciplinar.
Se vislumbran diferentes teorías de autores que relacionan las practicas pedagógicas
tradicionales, las pedagógicas críticas y las emergentes, dentro de un desafío en la formación
integral que acentúe lo humano en los encuentros académicos.
Por lo anterior esta tesis plantea la construcción de una propuesta interdisciplinar de la
práctica pedagógica docente, para la formación integral de los profesionales, que se basa en
elementos de reflexión, creatividad y dialogicidad, por medio de una zona activa y del proyecto
integrador. La investigación se realiza en un contexto Universitario, específicamente en el
programa de pregrado de Ingeniería Mecatrónica, que se concibe como una carrera que permite
la sinergia entre distintas áreas del saber.
The formation of Engineers is permeated by traditional or professionalizing pedagogical practices, where most of professors lack of teaching studies, and professional experience different than tan teaching, that allow to enable the resignification of the acquired knowledge. This Doctoral Thesis focuses its object of study on pedagogy, and is related to the line of research, pedagogy, education, and complexity, this proposal is developed through Educational Action Research, it is qualitative and framed in the paradigm Critical Partner, relevant to achieve the transformation or transition from the traditional to the interdisciplinary. Different author theories are glimpsed that are related to traditional pedagogical practices, critical pedagogical practices, and emerging practices are glimpsed, within a challenge in comprehensive training that emphasizes the human in the academic encounters. According to the above mentioned, this thesis proposes the construction of an interdisciplinary proposal of teaching pedagogical practice, for the integral training of professionals based on elements of reflection, creativity, and dialogic, through an active area and the integrative project. The research is carried out in a University context, specifically in the undergraduate program of Mechatronics Engineering, which is conceived as a career that allows synergy between different areas of knowledge.
The formation of Engineers is permeated by traditional or professionalizing pedagogical practices, where most of professors lack of teaching studies, and professional experience different than tan teaching, that allow to enable the resignification of the acquired knowledge. This Doctoral Thesis focuses its object of study on pedagogy, and is related to the line of research, pedagogy, education, and complexity, this proposal is developed through Educational Action Research, it is qualitative and framed in the paradigm Critical Partner, relevant to achieve the transformation or transition from the traditional to the interdisciplinary. Different author theories are glimpsed that are related to traditional pedagogical practices, critical pedagogical practices, and emerging practices are glimpsed, within a challenge in comprehensive training that emphasizes the human in the academic encounters. According to the above mentioned, this thesis proposes the construction of an interdisciplinary proposal of teaching pedagogical practice, for the integral training of professionals based on elements of reflection, creativity, and dialogic, through an active area and the integrative project. The research is carried out in a University context, specifically in the undergraduate program of Mechatronics Engineering, which is conceived as a career that allows synergy between different areas of knowledge.
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Palabras clave
Formación integral, Interdisciplinariedad, Práctica pedagógica, Integral training, Interdisciplinarity, Pedagogical practice