Prácticas pedagógicas en contexto de incertidumbre. Una mirada hacia la complejidad en una institución educativa
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Fecha
2025
Autores
Mastrascusa Ortega, Julio Rafael
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
Esta investigación acción, desarrollada en la Institución Educativa Nuestra Señora del
Carmen (Cartagena, Colombia), abordó el problema de las prácticas pedagógicas
tradicionales que perpetúan deficiencias emocionales y académicas en contextos de
incertidumbre sistémica (Luhmann, 1998). Basada en el paradigma socio-crítico (Freire,
1975), enfoque cualitativo, tipo de investigación acción educativa y mediante un marco teórico
que integra pensamiento complejo (Morin, 1999), transdisciplinariedad (Nicolescu, 1998) e
inteligencia emocional (Goleman, 2003), el estudio buscó responder: ¿Cómo fortalecer
prácticas pedagógicas para contextos de incertidumbre que promuevan procesos inclusivos
y adaptativos? La metodología de Investigación-Acción Educativa (Kemmis & McTaggart,
1988), utilizando entrevistas a 20 docentes y estudiantes, grupos focales con estudiantes,
directivos y docentes y análisis documental de documentos institucionales (como el P.E.I),
reveló una brecha significativa entre las prácticas docentes actuales y las necesidades
estudiantiles, particularmente en competencias socioemocionales y flexibilidad pedagógica.
Los hallazgos demuestran que un enfoque transdisciplinario y emancipador (Freire, 1975)
puede transformar desafíos estructurales -como currículos rígidos y formación docente
insuficiente- en oportunidades de innovación, empoderando a los estudiantes con
herramientas críticas para navegar la incertidumbre desde su contexto local. El estudio aporta
un modelo de Prácticas Pedagógicas Complejas Contextualizadas (PPCC) validado mediante
ciclos reflexivos con la comunidad educativa.
This action research, conducted at the Institución Educativa Nuestra Señora del Carmen in Cartagena, Colombia, addressed the problem of traditional pedagogical practices that perpetuate emotional and academic deficiencies amid systemic uncertainty (Luhmann, 1990). Grounded in the socio-critical paradigm (Freire, 1975) and employing a qualitative, participatory action-research approach, the study drew on a theoretical framework integrating complexity thinking (Morin, 1999), transdisciplinarity (Nicolescu, 1998), and emotional intelligence (Goleman, 2003) to answer: How can pedagogical practices be strengthened for contexts of uncertainty so that they foster inclusive and adaptive processes? Using Educational Action Research methodology (Kemmis & McTaggart, 1988), the project conducted interviews with 20 teachers and students, focus groups with students, administrators, and teachers, and documentary analysis of institutional documents such as the PEI. The findings revealed a significant gap between current teaching practices and students’ needs, especially in socio-emotional competencies and pedagogical flexibility. A transdisciplinary and emancipatory approach (Freire, 1975) proved capable of transforming structural challenges—rigid curricula and insufficient teacher training—into innovation opportunities, empowering students with critical tools to navigate uncertainty from their local context. The study delivers a validated model of Contextualized Complex Pedagogical Practices (PPCC) generated through reflective cycles with the educational community
This action research, conducted at the Institución Educativa Nuestra Señora del Carmen in Cartagena, Colombia, addressed the problem of traditional pedagogical practices that perpetuate emotional and academic deficiencies amid systemic uncertainty (Luhmann, 1990). Grounded in the socio-critical paradigm (Freire, 1975) and employing a qualitative, participatory action-research approach, the study drew on a theoretical framework integrating complexity thinking (Morin, 1999), transdisciplinarity (Nicolescu, 1998), and emotional intelligence (Goleman, 2003) to answer: How can pedagogical practices be strengthened for contexts of uncertainty so that they foster inclusive and adaptive processes? Using Educational Action Research methodology (Kemmis & McTaggart, 1988), the project conducted interviews with 20 teachers and students, focus groups with students, administrators, and teachers, and documentary analysis of institutional documents such as the PEI. The findings revealed a significant gap between current teaching practices and students’ needs, especially in socio-emotional competencies and pedagogical flexibility. A transdisciplinary and emancipatory approach (Freire, 1975) proved capable of transforming structural challenges—rigid curricula and insufficient teacher training—into innovation opportunities, empowering students with critical tools to navigate uncertainty from their local context. The study delivers a validated model of Contextualized Complex Pedagogical Practices (PPCC) generated through reflective cycles with the educational community
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Palabras clave
Prácticas pedagógicas, Investigación-acción educativa, Pensamiento complejo, Transdisciplinariedad
