Práctica pedagógica dialógica para el desarrollo de la oralidad en el contexto escuela- familia
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Fecha
2023
Autores
Flórez Salgado, Karen Angélica
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Editor
Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
En el contexto de la relación escuela-familia, esta investigación determina la relación
entre las prácticas pedagógicas dialógicas asociadas a la oralidad y la transformación de
los sujetos. Esta es la razón de ser del proceso investigativo, que, en primera instancia,
define las creencias de los docentes de la básica primaria y de los padres de familia que
apoyan los procesos de oralidad. En un segundo momento, se reconoce los fundamentos
epistémicos, teóricos y metodológicos que sustentan los procesos pedagógicos en
oralidad y, por último, se establece un diálogo de saberes entre los escenarios escolares
y familiares para configurar lineamientos pedagógicos que formen para la condición
integral humana. Uno de los fundamentos de esta investigación es la teoría de los
procesos conscientes planteada por Álvarez de Zayas (2011). Esta teoría afirma que
toda ciencia se define por su objeto y metodología específicos e incluye la pedagogía
como una rama de la ciencia encargada de la formación humana. La investigación se
encuentra anclada en el paradigma sociocrítico, con un enfoque cualitativo y el tipo de
investigación conocido como Acción Educativa, una propuesta de John Elliot (2010;
2005). Este paradigma valora la reflexión sobre la práctica pedagógica y su potencial
para producir cambios sustantivos en el aula. Además, la teoría sociocrítica presentada
por Freire (1987; 2004), Latorre (2003) y Habermas (1981), enriquece la perspectiva de
la educación desde un ángulo más amplio, considerándola no sólo un proceso de
aprendizaje individual, sino un fenómeno social y cultural entrelazado con la participación
colectiva y las transformaciones sociales. El principal resultado de esta investigación es
la formulación de presupuestos pedagógicos que entrelazan diversos saberes para
transformar integralmente a los estudiantes en respuesta a las necesidades
socioculturales del contexto educativo. Las conclusiones, por consiguiente, se sitúan en
la interacción de la teoría y la práctica, siendo la reflexión crítica el camino para la toma
de decisiones en educación
In the context of the school-family relationship, this research determines the relationship between dialogic pedagogical practices associated with orality and the transformation of the subjects. This is the raison d'être of the research process, which, in the first instance, defines the beliefs of primary school teachers and parents who support the processes of orality. Secondly, it recognizes the epistemic, theoretical, and methodological foundations that support the pedagogical processes in orality and, finally, it establishes a dialogue of knowledge between school and family scenarios to configure pedagogical guidelines that form for the integral human condition. The theory of conscious processes proposed by Álvarez de Zayas (2011) serves as the backbone of this research project. This theory places pedagogy in the realm of sciences, with human formation as its object of study, arguing that every science is specified by its object and methodology. The research is anchored in the sociocritical paradigm, with a qualitative approach and the type of research known as Educational Action, a proposal by John Elliot (2010;2005). This paradigm values reflection on pedagogical practice and its potential to produce substantive changes in the classroom. In addition, the socio-critical theory presented by Freire (1987; 2004), Latorre (2003), and Habermas (1981), enriches the perspective of education from a broader angle, considering it not only an individual learning process, but a social and cultural phenomenon intertwined with collective participation and social transformations. The main result of this research is the formulation of pedagogical assumptions that intertwine diverse knowledge to comprehensively transform students in response to the socio-cultural needs of the educational context. The conclusions, therefore, are situated in the interaction of theory and practice, being critical reflection the path for decision making in education.
In the context of the school-family relationship, this research determines the relationship between dialogic pedagogical practices associated with orality and the transformation of the subjects. This is the raison d'être of the research process, which, in the first instance, defines the beliefs of primary school teachers and parents who support the processes of orality. Secondly, it recognizes the epistemic, theoretical, and methodological foundations that support the pedagogical processes in orality and, finally, it establishes a dialogue of knowledge between school and family scenarios to configure pedagogical guidelines that form for the integral human condition. The theory of conscious processes proposed by Álvarez de Zayas (2011) serves as the backbone of this research project. This theory places pedagogy in the realm of sciences, with human formation as its object of study, arguing that every science is specified by its object and methodology. The research is anchored in the sociocritical paradigm, with a qualitative approach and the type of research known as Educational Action, a proposal by John Elliot (2010;2005). This paradigm values reflection on pedagogical practice and its potential to produce substantive changes in the classroom. In addition, the socio-critical theory presented by Freire (1987; 2004), Latorre (2003), and Habermas (1981), enriches the perspective of education from a broader angle, considering it not only an individual learning process, but a social and cultural phenomenon intertwined with collective participation and social transformations. The main result of this research is the formulation of pedagogical assumptions that intertwine diverse knowledge to comprehensively transform students in response to the socio-cultural needs of the educational context. The conclusions, therefore, are situated in the interaction of theory and practice, being critical reflection the path for decision making in education.
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Palabras clave
Oralidad, Práctica pedagógica dialógica, Familia, Escuela, Orality, Dialogic pedagogical practice, Family, School
