Pedagogía para la paz en la formación profesional integral de jóvenes en instituciones técnicas y tecnológicas
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Fecha
2021
Autores
Sandoval Barros, Ricardo Enrique
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
Existen una serie de estudios relevantes en el campo de la pedagogía para la paz, entre los que se destacan los procesos pedagógicos. Bravo (2006), en su trabajo La transversalidad como vía para la formación integral en Venezuela. Por su parte, Rendón (2010) concibe la escuela como un espacio de ciudadanía; en su investigación realizada en Chile centra su interés en los procesos de formación ciudadana y centra su trabajo en el estudio de caso instrumental y múltiple, que le permitió observar en profundidad a ocho escuelas de zonas rurales y urbanas. En España, Peralta y Sánchez (2006) sostienen que la educación en valores sociales durante la escolaridad de los adolescentes está encaminada al desarrollo de las competencias y habilidades para la adaptación y la autorregulación. En concordancia con lo anterior, Pérez (2007), en lo relativo a la formulación de propuestas destinadas al mejoramiento de la convivencia escolar, efectuó un estudio en España cuyo objetivo era producir una mejora significativa en el clima social de los ambientes de aprendizaje, a través de la aplicación de un programa de educación para la convivencia. Objetivos: Resignificar desde la apropiación colectiva de la pedagogía para la paz, el sentido y significado de procesos pedagógicos que fortalecen la formación profesional integral de estudiantes en instituciones técnicas y tecnológicas. Identificar procesos relacionados con la pedagogía para la paz presentes en las apuestas de formación profesional integral de los estudiantes en instituciones técnicas y tecnológicas. Caracterizar los procesos derivados de la pedagogía para la paz en relación con la formación profesional integral de los estudiantes en instituciones técnicas y tecnológicas. Relacionar procesos de apropiación y
transformación que evidencien cultura de paz y desarrollo humano en la formación profesional integral de los estudiantes en el contexto de una sociedad democrática.
There are a series of relevant studies in the field of pedagogy for peace, among which pedagogical processes stand out. Bravo (2006), in his work Transversality as a way for comprehensive training in Venezuela. On his part, Rendón (2010) conceives the school as a space of citizenship; In his research carried out in Chile, he focuses his interest on the processes of citizen formation and focuses his work on the instrumental and multiple case study, which allowed him to observe in depth eight schools in rural and urban areas. In Spain, Peralta and Sánchez (2006) argue that education in social values during the schooling of adolescents is aimed at developing skills and abilities for adaptation and self-regulation. In accordance with the above, Pérez (2007), regarding the formulation of proposals aimed at improving school coexistence, carried out a study in Spain whose objective was to produce a significant improvement in the social climate of learning environments, to through the application of an education program for coexistence Objective: Resignify from the collective appropriation of pedagogy for peace, the meaning and significance of pedagogical processes that strengthen the comprehensive professional training of students in technical and technological institutions. Identify processes related to pedagogy for peace present in the integral professional training of students in technical and technological institutions. Characterize the processes derived from pedagogy for peace in relation to the comprehensive professional training of students in technical and technological institutions. Relate appropriation and transformation processes that demonstrate a culture of peace and human development in the comprehensive professional training of students in the context of a democratic society.
There are a series of relevant studies in the field of pedagogy for peace, among which pedagogical processes stand out. Bravo (2006), in his work Transversality as a way for comprehensive training in Venezuela. On his part, Rendón (2010) conceives the school as a space of citizenship; In his research carried out in Chile, he focuses his interest on the processes of citizen formation and focuses his work on the instrumental and multiple case study, which allowed him to observe in depth eight schools in rural and urban areas. In Spain, Peralta and Sánchez (2006) argue that education in social values during the schooling of adolescents is aimed at developing skills and abilities for adaptation and self-regulation. In accordance with the above, Pérez (2007), regarding the formulation of proposals aimed at improving school coexistence, carried out a study in Spain whose objective was to produce a significant improvement in the social climate of learning environments, to through the application of an education program for coexistence Objective: Resignify from the collective appropriation of pedagogy for peace, the meaning and significance of pedagogical processes that strengthen the comprehensive professional training of students in technical and technological institutions. Identify processes related to pedagogy for peace present in the integral professional training of students in technical and technological institutions. Characterize the processes derived from pedagogy for peace in relation to the comprehensive professional training of students in technical and technological institutions. Relate appropriation and transformation processes that demonstrate a culture of peace and human development in the comprehensive professional training of students in the context of a democratic society.
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Educación, Pedagogía, Formación, Convivencia, Conflicto, Education, Pedagogy, Training, Coexistence, Conflict