Aproximación teórica de representaciones sociales del docente para la enunciación de espacios educativos del conocimiento en la provincia Gutiérrez
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Fecha
2024
Autores
Blanco Jiménez, Luis Eduardo
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
El objetivo general del estudio fue generar una aproximación teórica de las representaciones sociales del docente para la enunciación de los espacios educativos del conocimiento en las aulas rurales multigrados de la Provincia Gutiérrez, Boyacá; se fundamenta en el enfoque cualitativo de investigación educativa como actividad reflexiva, enfocada en indagación y recolección de información documental y observaciones de campo y diseño interpretativo para descubrir teorías. Las concepciones clave que guiaron los códigos fueron: expresión de símbolos y sistemas de mensajes durante el diálogo de saberes (ESSM/DS); declaración del pensamiento crítico-reflexivo en el campo de las causas y soluciones a los problemas sociales DPCR/CCSP), manifestaciones actitudinales para valorar el ambiente natural como voz para el desarrollo territorial (MA/VANDT), preparación del clima para la formación de habilidades desde la axiología PC/FHA); ejercicio de la práctica y valores sociales desde la gnoseología (EPVS/G), visión ontológica transformadora (VOT), mediación pedagógica (MP) y educación rural (ED).
Para este estudio se diseñó una entrevista estructurada conformada por 23 preguntas validada en su contenido a juicio de 03 expertos y administrada en 04 docentes con los identificadores: DYCS, MYJC, MEST y LEBJ; es decir, 04 archivos en formato PDF. El esquema metodológico para el análisis de la información (muestreo teórico con teoría fundamentada) se realizó bajo la premisa de codificación abierta, axial y selectiva; mientras que los archivos y gestión de datos cualitativos se realizaron con el software Dictation.io y el Programa de análisis cualitativo QDA Miner lite, versión 2.0.9.
Representaciones Sociales del Docente Rural
Las representaciones sociales del docente rural en la provincia Gutiérrez están integradas por estas tres dimensiones principales: ambiental y de desarrollo territorial, educativa y social, cada una de ellas se basa en la interacción del docente con su entorno, los estudiantes y la comunidad, y refleja su rol como educador, líder y agente de cambio en un contexto rural desafiante, estas dimensiones muestran cómo las representaciones sociales del docente influyen en el desarrollo integral de los estudiantes y en la mejora de la calidad de vida en las comunidades rurales; además, la perspectiva epistémica de los docentes rurales se caracteriza por ser contextual, relacional, inclusiva y transformadora.
En la práctica, los docentes adaptan e integran los conocimientos académicos con el entorno y las prácticas culturales locales, fomentando la participación activa, el desarrollo de la autonomía crítica y la creación de proyectos productivos que tienen un impacto tangible en la comunidad, de esta forma, los docentes construyen espacios educativos del conocimiento soportados en valores éticos, sociales y culturales que los capacitan para ser agentes de cambio en su entorno rural.
Las representaciones sociales del docente rural en la enunciación de los espacios educativos del conocimiento combinación de dimensiones epistémicas, culturales, ambientales, sociales, pedagógicas y éticas, Cada una contribuye a una visión compleja y multidimensional del rol del docente en el contexto rural, donde su práctica educativa está profundamente influenciada por las realidades y necesidades del entorno, en sintonía los referentes sociales que sustentan esta aproximación teórica muestran cómo el docente rural actúa como un mediador cultural y un agente de cambio en su comunidad, promoviendo una educación que es, al mismo tiempo, transformadora y sostenible.
The general objective of the study was to generate a theoretical approach to the social representations of teachers for the enunciation of educational spaces of knowledge in rural multigrade classrooms in the Gutiérrez Province, Boyacá; it is based on the qualitative approach of educational research as a reflexive activity, focused on enquiry and collection of documentary information and field observations and interpretative design to discover theories. The key conceptions guiding the codes were: expression of symbols and message systems during the dialogue of knowledge (ESSM/DS); statement of critical-reflective thinking in the field of causes and solutions to social problems (DPCR/CCSP), attitudinal manifestations to value the natural environment as a voice for territorial development (MA/VANDT), preparation of the climate for the formation of skills from axiology (PC/FHA); practice and social values from gnoseology (EPVS/G), transforming ontological vision (VOT), pedagogical mediation (MP) and rural education (ED). For this study, a structured interview was designed with 23 questions, validated in its content by 03 experts and administered to 04 teachers with the identifiers: DYCS, MYJC, MEST and LEBJ; that is, 04 files in PDF format. The methodological scheme for the analysis of the information (theoretical sampling with grounded theory) was carried out under the premise of open, axial and selective coding; while the files and qualitative data management were carried out with the Dictation.io software and the QDA Miner lite qualitative analysis program, version 2.0.9. The social representations of rural teachers in the Gutiérrez province are integrated by these three main dimensions: environmental and territorial development, Representaciones Sociales del Docente Rural 14 educational and social, each of them is based on the interaction of the teacher with his/her environment, students and community, and reflects his/her role as educator, leader and agent of change in a challenging rural context, these dimensions show how the social representations of the teacher influence the integral development of students and the improvement of the quality of life in rural communities; furthermore, the epistemic perspective of rural teachers is characterised by being contextual, relational, inclusive and transformative. In practice, teachers adapt and integrate academic knowledge with the environment and local cultural practices, encouraging active participation, the development of critical autonomy and the creation of productive projects that have a tangible impact on the community, in this way, teachers build educational spaces of knowledge supported by ethical, social and cultural values that enable them to be agents of change in their rural environment. The social representations of rural teachers in the enunciation of educational spaces of knowledge combine epistemic, cultural, environmental, social, pedagogical and ethical dimensions, each contributing to a complex and multidimensional vision of the role of the teacher in the rural context, where their educational practice is deeply influenced by the realities and needs of the environment, in tune with the social references that underpin this theoretical approach show how the rural teacher acts as a cultural mediator and an agent of change in their community, promoting an education that is, at the same time, transformative and sustainable
The general objective of the study was to generate a theoretical approach to the social representations of teachers for the enunciation of educational spaces of knowledge in rural multigrade classrooms in the Gutiérrez Province, Boyacá; it is based on the qualitative approach of educational research as a reflexive activity, focused on enquiry and collection of documentary information and field observations and interpretative design to discover theories. The key conceptions guiding the codes were: expression of symbols and message systems during the dialogue of knowledge (ESSM/DS); statement of critical-reflective thinking in the field of causes and solutions to social problems (DPCR/CCSP), attitudinal manifestations to value the natural environment as a voice for territorial development (MA/VANDT), preparation of the climate for the formation of skills from axiology (PC/FHA); practice and social values from gnoseology (EPVS/G), transforming ontological vision (VOT), pedagogical mediation (MP) and rural education (ED). For this study, a structured interview was designed with 23 questions, validated in its content by 03 experts and administered to 04 teachers with the identifiers: DYCS, MYJC, MEST and LEBJ; that is, 04 files in PDF format. The methodological scheme for the analysis of the information (theoretical sampling with grounded theory) was carried out under the premise of open, axial and selective coding; while the files and qualitative data management were carried out with the Dictation.io software and the QDA Miner lite qualitative analysis program, version 2.0.9. The social representations of rural teachers in the Gutiérrez province are integrated by these three main dimensions: environmental and territorial development, Representaciones Sociales del Docente Rural 14 educational and social, each of them is based on the interaction of the teacher with his/her environment, students and community, and reflects his/her role as educator, leader and agent of change in a challenging rural context, these dimensions show how the social representations of the teacher influence the integral development of students and the improvement of the quality of life in rural communities; furthermore, the epistemic perspective of rural teachers is characterised by being contextual, relational, inclusive and transformative. In practice, teachers adapt and integrate academic knowledge with the environment and local cultural practices, encouraging active participation, the development of critical autonomy and the creation of productive projects that have a tangible impact on the community, in this way, teachers build educational spaces of knowledge supported by ethical, social and cultural values that enable them to be agents of change in their rural environment. The social representations of rural teachers in the enunciation of educational spaces of knowledge combine epistemic, cultural, environmental, social, pedagogical and ethical dimensions, each contributing to a complex and multidimensional vision of the role of the teacher in the rural context, where their educational practice is deeply influenced by the realities and needs of the environment, in tune with the social references that underpin this theoretical approach show how the rural teacher acts as a cultural mediator and an agent of change in their community, promoting an education that is, at the same time, transformative and sustainable
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Palabras clave
Educación rural, Representaciones sociales, Docente de primaria, Espacios educativos del conocimiento
