El dilema de la autonomía: hacia una ontología de la pedagogía
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Fecha
2024
Autores
Arias-Prada, Wolfgang-Eiffel
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
Este documento es una tesis doctoral que propone la necesidad de una
ontología de la pedagogía, fundamentada desde la autonomía. Su estructura está
compuesta por siete productos de nuevo conocimiento. Algunos de estos ya están
publicados y otros están en proceso de revisión por un conjunto de revistas científicas,
libros que se han generado como resultado de investigación, además de un cuento
presente en una colección literaria.
El objetivo general del estudio consistió en desarrollar un ordenamiento
conceptual sobre la autonomía desde el ámbito ontológico-pedagógico, basado en la
interrelación entre los conceptos del ser humano como ente determinado, ser con
posibilidades de tomar decisiones, y desde la Teoría de la Autodeterminación.
Asimismo, presenta un diseño metodológico caracterizado por el paradigma de la
complejidad, el enfoque cualitativo y el método de la teoría fundamentada. Con esto en
mente, se logra un alcance de teorización mediante una propuesta denominada Teoría
de la Empatía como Emancipación Sistémica.
Ahora, la base de la autonomía, de la libertad, del aprendizaje y de la
emancipación, es la disciplina y la atención emocional con la que se actúa. En el caso
del profesor, lo que debe hacer, por encima de todo, para orientar al estudiante en la
toma de decisiones, es buscar ser empático con él, mostrarle que tiene posibilidades
de vivir una existencia auténtica, desenmascarando el nihilismo pasivo. El profesor no
cambia las condiciones por completo, pero sí es una influencia emocional y racional
para que este tome decisiones.
This document is a doctoral thesis that proposes the need for an ontology of pedagogy, based on autonomy. Its structure is composed of seven products of new knowledge. Some of these are already published and others are in the process of revision by a set of scientific journals, books that have been generated as a result of research, as well as a story in a literary collection. The general objective of the study consisted in developing a conceptual arrangement on autonomy from the ontological-pedagogical field, based on the interrelation between the concepts of the human being as a determined entity, a being with the possibility of making decisions, and from the Self-Determination Theory. It also presents a methodological design characterized by the complexity paradigm, the qualitative approach and the grounded theory method. With this in mind, a scope of theorization is achieved through a proposal called Empathy Theory as Systemic Emancipation. Now, the basis of autonomy, freedom, learning and emancipation is the discipline and emotional attention with which one acts. In the case of the teacher, what he must do, above all, to guide the student in making decisions, is to seek to be empathetic with him, to show him that he has the possibility of living an authentic existence, unmasking passive nihilism. The teacher does not change the conditions completely, but he or she does.
This document is a doctoral thesis that proposes the need for an ontology of pedagogy, based on autonomy. Its structure is composed of seven products of new knowledge. Some of these are already published and others are in the process of revision by a set of scientific journals, books that have been generated as a result of research, as well as a story in a literary collection. The general objective of the study consisted in developing a conceptual arrangement on autonomy from the ontological-pedagogical field, based on the interrelation between the concepts of the human being as a determined entity, a being with the possibility of making decisions, and from the Self-Determination Theory. It also presents a methodological design characterized by the complexity paradigm, the qualitative approach and the grounded theory method. With this in mind, a scope of theorization is achieved through a proposal called Empathy Theory as Systemic Emancipation. Now, the basis of autonomy, freedom, learning and emancipation is the discipline and emotional attention with which one acts. In the case of the teacher, what he must do, above all, to guide the student in making decisions, is to seek to be empathetic with him, to show him that he has the possibility of living an authentic existence, unmasking passive nihilism. The teacher does not change the conditions completely, but he or she does.
Descripción
Palabras clave
Autonomía, Pedagogía y Educación, Ontología, Neurofenomenología, Teoría de la autodeterminación
