Sentipensar en la incertidumbre desde la reflexividad del maestro a partir de su práctica pedagógica
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Fecha
2022
Autores
de la Cruz Riche, Elkin Fernando
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
El propósito de la presente investigación fue la generación de una teoría sustantiva, emergente de la (incierta) realidad escolar donde interactúa y desarrolla la labor pedagógica el profesional de la educación (práctica pedagógica), con la que es posible explicar y entender, ese característico y complejo proceso de aprendizaje humano “Reflexividad”, que pone en funcionamiento sentimientos-pensamientos (sentipensar) para interpretar la realidad en un examen profundo de términos y condiciones, que le permite expandir esa esfera de conocimiento sentipensante, a un nuevo nivel de saber y transformación (sentipensar reflexivo) sobre la compleja realidad escolar en la que actúa. La problemática es, que el campo educativo lo que se encuentra es un inexistente estado de conocimiento, emergente de la realidad escolar, que permita comprender y explicar el fenomeno objeto de estudio, especialmente en maestros en ejercicio; en la actualidad lo que se tiene es una limitada parcela de teorías dispersas y fragmentadas que tan solo en conjunto proporcionan intuiciones o indicaciones ya sean generales o parciales en la vía de clarificar y entender el fenómeno, no obstante, con tres aspectos especialmente problemáticos, un carácter totalmente obscuro de las ideas planteadas, una especial desatención del importante papel que juega la afectividad en estos procesos de carácter humano, y la desvinculación de la propia realidad o vida escolar de los maestros en la teorizaciones sobre la problematización del objeto de
estudio. Se asume un enfoque cualitativo, un posicionamiento en el paradigma histórico-hermenéutico y la adopción de la “Teoría Fundamentada Constructivista (Charmaz, 2006/2013)” como método flexible, abierto, capaz de soportar el tratamiento del objeto de estudio, posibilitar la comprensión, pero especialmente, permitir la generación de una teoría sustantiva del “sentipensar reflexivo del maestro”. Se utilizó como estrategias, las propias del método (muestreo, comparación constante y saturación teórica) y del proceso (estrategia de triangulación y estrategia formativa de “Desarrollo Tangible del Sentipensar Reflexivo del Maestro en Ejercicio”); como técnicas, la investigación documental, la observación, la encuesta, el taller participativo, el grupo focal y conversatorios; y como herramientas, de recabación (el diario de campo, ficha analítica de documentación, la encuesta, pautas de revisión de la gestión institucional y docente), de análisis interpretacional (el registro de notas de campo, formulación de preguntas del investigador, NVivo como software de análisis cualitativo con memos y anotaciones y la carpeta del sentipensar reflexivo), y medios tecnológicos virtuales de comunicación e información (el paquete de herramientas virtuales del sistema “Google Workspace for Education” institucional y el ambiente de Aprendizaje Virtual: Aula Virtual SIAN 365, espacio de trabajo Institucional de la plataforma “Sistema Integral Académico en la Nube- SIAN365). En cuanto a los emergentes de la investigación, develan en la compleja realidad escolar, una descripción y ordenamiento conceptual de (1)aspectos no conocidos hasta el momento sobre la reflexividad, es decir, los elementos (categorías fundamentos teóricos, epistemológicos y metodológicos) que soportan esa reflexividad del maestro desde su propio contexto social de enseñanza; (2) las relaciones y variaciones entre esos elementos (categorías y subcategorías) que revelan el cómo y por qué ocurre la reflexividad; con ayuda de los cuales (emergentes 1 y 2) una vez conocidos, (3)fue posible el desarrollo de mayores esquemas teóricos (categorías centrales) o constructos teóricos emergentes que explican la reflexividad; y así resolver el problema de la presente investigación, a través de (4) una teorización o teoría sustantiva emergente: “Teoría Fundamenta Constructivista del Sentipensar Reflexivo del Maestro sobre su Realidad Escolar”, que concibe conceptos, basados
en la articulación sistemática de los emergentes (1,2,3) y la formulación, dentro de un esquema lógico sistemático, explicativo bajo criterios de parsimonia (economía científica) y factibilidad (comprensión y explicación factible de la reflexividad del maestro en su propia realidad escolar) con lo que se da cuenta de un criterio de utilidad, por parte del estudio, en el sentido de lograrse, en primer lugar, a través de la parsimonia (con el que se explica lo que sucedió) abonarle a la teoría en emergencia la capacidad de interpretar lo que está sucediendo, y en segundo lugar, a través del otro criterio de la delimitación teórica, el de alcance, dirigirla a esa posibilidad de suscitar más investigaciones en otras áreas sustantivas que exploren y desarrollen de mejor forma los conceptos, propiedades y relaciones de los constructos teóricos emergentes.
The purpose of this research is to generate a substantive theory, emerging from the (uncertain) school reality where the educational professional (pedagogical practice) interacts and develops the pedagogical work, with which this complex non-spontaneous phenomenon (Reflexivity) is explained. in the teacher, which puts into operation feeling-thought (sentipensar) in a deep examination of terms and conditions, to allow him to expand his sphere of knowledge to a new level of pedagogical knowledge and transformation of his own problematic experience of his uncertain school reality. The problem is that what is found in the educational field is a non-existent state of knowledge, emerging from the school reality, which allows understanding and explaining the phenomenon under study, especially in practicing teachers; At present, what we have is a limited parcel of scattered and fragmented theories that only as a whole provide intuitions or indications, whether general or partial, on the way to clarify and understand the phenomenon, however, with three especially problematic aspects, one totally obscure character of the ideas raised, a special disregard of the important role that affectivity plays in these processes of a human nature, and the disconnection of the teachers' own reality or school life in the theorizing about the problematization of the object of study. This situation and purpose of the research, requires on the one hand the assumption of a qualitative approach, due to the complexity of the phenomenon, object of study, the positioning in a comprehensive paradigm, for the very objective of the research and the adoption of the " Constructivist Grounded Theory (Charmaz, 2006/2013)" as a flexible, open method, capable of supporting the treatment of the phenomenon, enabling understanding, but especially, allowing the generation of a substantive theory of the "reflective feeling-thinking of the teacher" whose emerging reveal in the complex school reality, a description and conceptual ordering of (1) aspects not known so far about reflexivity, that is, the elements (open categories or theoretical, epistemological and methodological foundations) that support that reflexivity of the teacher from its own context social teaching; (2) the relationships and variations between those elements (categories and subcategories) that explain how and why reflexivity occurs; with the help of which (emerging 1 and 2) once known, (3) it was possible to develop greater theoretical schemes (central categories) that explain reflexivity; and thus solve the problem of the present investigation, through (4) through a theorization, an emerging substantive theory: "Fundamental Constructivist Theory of the Reflective Feeling of the Teacher about his School Reality", which conceives concepts, based on the systematic articulation of the emerging (1,2,3) and the formulation, within a systematic, explanatory logical scheme under criteria of parsimony (scientific economy) and feasibility (feasible understanding and explanation of the teacher's reflexivity in his own school reality) with what is given account of a criterion of usefulness, on the part of the study, in the sense of being achieved, in the first place, through parsimony (with which what happened is explained) to credit the emerging theory with the ability to interpret what is happening, and secondly, through the other criterion of theoretical delimitation, that of scope, direct it to that possibility of sparking more research in other substantive areas that explore better understand and develop the concepts, properties, and relationships of emerging theoretical constructs.
The purpose of this research is to generate a substantive theory, emerging from the (uncertain) school reality where the educational professional (pedagogical practice) interacts and develops the pedagogical work, with which this complex non-spontaneous phenomenon (Reflexivity) is explained. in the teacher, which puts into operation feeling-thought (sentipensar) in a deep examination of terms and conditions, to allow him to expand his sphere of knowledge to a new level of pedagogical knowledge and transformation of his own problematic experience of his uncertain school reality. The problem is that what is found in the educational field is a non-existent state of knowledge, emerging from the school reality, which allows understanding and explaining the phenomenon under study, especially in practicing teachers; At present, what we have is a limited parcel of scattered and fragmented theories that only as a whole provide intuitions or indications, whether general or partial, on the way to clarify and understand the phenomenon, however, with three especially problematic aspects, one totally obscure character of the ideas raised, a special disregard of the important role that affectivity plays in these processes of a human nature, and the disconnection of the teachers' own reality or school life in the theorizing about the problematization of the object of study. This situation and purpose of the research, requires on the one hand the assumption of a qualitative approach, due to the complexity of the phenomenon, object of study, the positioning in a comprehensive paradigm, for the very objective of the research and the adoption of the " Constructivist Grounded Theory (Charmaz, 2006/2013)" as a flexible, open method, capable of supporting the treatment of the phenomenon, enabling understanding, but especially, allowing the generation of a substantive theory of the "reflective feeling-thinking of the teacher" whose emerging reveal in the complex school reality, a description and conceptual ordering of (1) aspects not known so far about reflexivity, that is, the elements (open categories or theoretical, epistemological and methodological foundations) that support that reflexivity of the teacher from its own context social teaching; (2) the relationships and variations between those elements (categories and subcategories) that explain how and why reflexivity occurs; with the help of which (emerging 1 and 2) once known, (3) it was possible to develop greater theoretical schemes (central categories) that explain reflexivity; and thus solve the problem of the present investigation, through (4) through a theorization, an emerging substantive theory: "Fundamental Constructivist Theory of the Reflective Feeling of the Teacher about his School Reality", which conceives concepts, based on the systematic articulation of the emerging (1,2,3) and the formulation, within a systematic, explanatory logical scheme under criteria of parsimony (scientific economy) and feasibility (feasible understanding and explanation of the teacher's reflexivity in his own school reality) with what is given account of a criterion of usefulness, on the part of the study, in the sense of being achieved, in the first place, through parsimony (with which what happened is explained) to credit the emerging theory with the ability to interpret what is happening, and secondly, through the other criterion of theoretical delimitation, that of scope, direct it to that possibility of sparking more research in other substantive areas that explore better understand and develop the concepts, properties, and relationships of emerging theoretical constructs.
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Palabras clave
Reflexividad, Sentipensar, Práctica pedagógica, Reflexivity, Sentipensar, Pedagogical practice
