Identidad de las prácticas pedagógicas como alternativa para dinamizar los procesos académicos en la Escuela Normal Superior de Corozal
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Fecha
2011
Autores
Rodríguez Tovar, Octavio Carlos
Ruiz Polanco, Pedro Nel
Vergara Herazo, Omar Segundo
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Editor
Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
La presente investigación lleva por título: Identidad de las prácticas pedagógicas como alternativa para dinamizar los procesos académicos en la Escuela Normal Superior de Corozal; pretende analizar la actitud que asume el docente normalista con relación a las diversas estrategias didácticas y al manejo epistemológico de la pedagogía; pretende además precisar los niveles de dominio que tienen los educadores con relación al modelo pedagógico institucional, es decir el modelo crítico social y la metodología de investigación en el aula. Se fundamenta en los estudios realizados por el grupo de Historia de las Prácticas Pedagógicas de la Universidad de Antioquia, con Olga Lucía Zuluaga y Alberto Echeverry a la cabeza; así como, la escuela crítica y socio crítica con Marcuse, Paulo Freire y Henry Giroux como sus máximos representantes. El trabajo está centrado en el análisis de instrumentos como encuestas, entrevistas y observación directa que recogen el accionar de los docentes de la Escuela Normal Superior de Corozal con relación a sus prácticas pedagógicas.
This research is entitled: identity of pedagogical practices as an altemative to boost academic processes in the higher Normal School of Corozal; It aims to analyze the attitude assumed by the teacher teaching with relation to the various teaching strategies and epistemological handling of pedagogy; aims to further specify the domain levels that are educators with regard to the institutional pedagogical model, i.e. the social critical model and meihodology of research in the classroom. It is based on studies conducted by the Group's history of the pedagogical practices of the University of Antioquia, with Olga Lucia Zuluaga and Alberto Echeverry to the head; as well as critica scholarship and critical partner with Marcuse, Paulo Freire, Henry Giroux as their highest representatives. The work is focused on the analysis of instruments such as surveys, interviews and direct observation covering the actions of teachers in the higher Normal School of Corozal inrelation to their pedagogical practices.
This research is entitled: identity of pedagogical practices as an altemative to boost academic processes in the higher Normal School of Corozal; It aims to analyze the attitude assumed by the teacher teaching with relation to the various teaching strategies and epistemological handling of pedagogy; aims to further specify the domain levels that are educators with regard to the institutional pedagogical model, i.e. the social critical model and meihodology of research in the classroom. It is based on studies conducted by the Group's history of the pedagogical practices of the University of Antioquia, with Olga Lucia Zuluaga and Alberto Echeverry to the head; as well as critica scholarship and critical partner with Marcuse, Paulo Freire, Henry Giroux as their highest representatives. The work is focused on the analysis of instruments such as surveys, interviews and direct observation covering the actions of teachers in the higher Normal School of Corozal inrelation to their pedagogical practices.
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Identidad pedagógica, Investigación en el aula, Práctica pedagógica investigativa, Modelo pedagógico crítico social, Docente, Fundamentos epistemológicos, Pedagogical identity, Research in the classroom, Investigative pedagogical practice, Critical pedagogical model Social, Educational, Epistemological foundations