Transformación de las prácticas pedagógicas en docentes de educación preescolar: una perspectiva ética compleja
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Fecha
2024
Autores
Cabrera Rocha, Yuleisi
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
Esta tesis doctoral se orientó a indagar por los elementos conceptuales que facilitan la transformación de la práctica pedagógica mediante la reflexión crítica sobre procesos éticos complejos, con el objetivo de fomentar una pedagogía que contribuya a la formación integral de la infancia. Se adoptó, como enfoque metodológico, la investigación-acción-educativa, y se realizaron encuentros dialógicos en los cuales las participantes, actuando como co-investigadoras, se engancharon en un proceso de auto-co-eco-reflexión. Este proceso no solo promovió cambios fundamentados en el pensamiento crítico y complejo, sino que también se enriqueció con observaciones directas en el aula.
A partir de la identificación de principios epistemológicos, teóricos y metodológicos que orientan los procesos de formación moral, y de la caracterización de las necesidades específicas en la educación preescolar respecto a esta formación, se desarrolló colectivamente una propuesta pedagógica innovadora denominada “Mi escuela… un mundo de experiencias”. Esta propuesta integra las concepciones
teóricas con el conocimiento docente bajo una perspectiva de ética responsable y solidaria en la educación infantil.
Se concluye que las prácticas pedagógicas actuales requieren una revisión profunda para alinearlas más efectivamente con las demandas contemporáneas de formación ética y moral de los estudiantes. Mediante la integración de principios de ética compleja y el fomento del diálogo constructivo, es posible abordar los desafíos contemporáneos de manera más efectiva y contribuir a la construcción de una sociedad más justa y equitativa. Por tanto, los esfuerzos futuros deberían enfocarse en la implementación de estas estrategias pedagógicas a una escala más amplia, asegurando que todos los niveles del sistema educativo incorporen estos valores transformadores.
This doctoral thesis aimed to explore the conceptual elements that facilitate the transformation of pedagogical practice through critical reflection on complex ethical processes, with the goal of promoting pedagogy that contributes to the comprehensive formation of children. As a methodological approach, action-research in education was adopted, and dialogic meetings were held in which participants, acting as co-researchers, engaged in a process of self-co-eco-reflection. This process not only promoted changes grounded in critical and complex thinking but was also enriched by direct classroom observations. From the identification of epistemological, theoretical, and methodological principles that guide moral formation processes, and the characterization of specific needs in preschool education regarding this formation, a collective and innovative pedagogical proposal called “My school… a world of experiences” was developed. This proposal integrates theoretical conceptions with teaching knowledge under a perspective of responsible and solidary ethics in early childhood education. It concludes that current pedagogical practices require a profound review to align them more effectively with contemporary demands for ethical and moral formation of students. By integrating principles of complex ethics and promoting constructive dialogue, it is possible to address contemporary challenges more effectively and contribute to the construction of a fairer and more equitable society. Therefore, future efforts should focus on implementing these pedagogical strategies on a broader scale, ensuring that all levels of the educational system incorporate these transformative values
This doctoral thesis aimed to explore the conceptual elements that facilitate the transformation of pedagogical practice through critical reflection on complex ethical processes, with the goal of promoting pedagogy that contributes to the comprehensive formation of children. As a methodological approach, action-research in education was adopted, and dialogic meetings were held in which participants, acting as co-researchers, engaged in a process of self-co-eco-reflection. This process not only promoted changes grounded in critical and complex thinking but was also enriched by direct classroom observations. From the identification of epistemological, theoretical, and methodological principles that guide moral formation processes, and the characterization of specific needs in preschool education regarding this formation, a collective and innovative pedagogical proposal called “My school… a world of experiences” was developed. This proposal integrates theoretical conceptions with teaching knowledge under a perspective of responsible and solidary ethics in early childhood education. It concludes that current pedagogical practices require a profound review to align them more effectively with contemporary demands for ethical and moral formation of students. By integrating principles of complex ethics and promoting constructive dialogue, it is possible to address contemporary challenges more effectively and contribute to the construction of a fairer and more equitable society. Therefore, future efforts should focus on implementing these pedagogical strategies on a broader scale, ensuring that all levels of the educational system incorporate these transformative values
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Palabras clave
Prácticas pedagógicas, Ética-compleja, Formación moral, Transformación pedagógica
