Prácticas pedagógicas y estados convivenciales en la educación básica secundaria: una perspectiva recursivante
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Fecha
2022
Autores
Arias Martínez, Yarly Jadith
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Editor
Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
El presente trabajo nace de vivencias cotidianas como docente de una institución educativa
oficial, al notar la forma como se dan las relaciones interpersonales e intergrupales permeadas
algunas veces por situaciones que alteraban la convivencia. Esto despertó el interés por desarrollar
una investigación cuyo propósito fue develar emergentes teóricos, sobre las concepciones y
relaciones entre práctica pedagógica y estados convivenciales en la educación básica secundaria,
para la formación de la parte sensible y humana de los individuos que aporten positivamente al
entorno (Pino y Euscátegui). En este sentido, en la bibliografía consultada, se encontró el termino
convivencia asociado a la ausencia de conflictos o actuaciones antibullyng, regulados por un
manual de normas, difuminando la noción de conflicto, inherente al ser humano consigo mismo,
los demás y el entorno. Es así como, se desarrolló una investigación en la que se amplía esa visión
simplista y se conceptualizan los estados convivenciales, como parte del estilo de vida de los
sujetos donde la autorregulación del comportamiento permita que prime el autoreconocerse como
legítimo y reconocer al otro como legítimo otro; donde sin necesidad de vigilancia y control, el
sujeto ofrezca y se ofrezca espacios para el libre y espontáneo desarrollo. De ello, resulta un
emergente teórico, logrando un aporte ontológico/epistemológico y pedagógico, al vislumbrar
desde el contexto de la escuela una práctica pedagógica coadyuvante de dichos estados, así como
estos coadyuvan a la práctica pedagógica asumida esta como una forma de convivencia en sí,
generando lo que se denomina una relación recursivante. Para lograrlo, se trabajó con un diseño
relacional retroactuante, partiendo del enfoque cualitativo, el paradigma complejo teorizado por
Morín y el diseño teoría fundamentada constructivista de Charmáz, que preserva los elementos
metodológicos como el método de comparación constante, muestreo y saturación teórica y
codificación de la Teoría Fundamentada tradicional.
The present work is born from daily experiences as a teacher of an official educational institution, when noticing the way in which interpersonal and intergroup relationships occur, sometimes permeated by situations that altered coexistence. This aroused interest in developing an investigation whose purpose was to unveil emerging theoretical concepts and relationships between pedagogical practice and coexistence states in basic secondary education, for the formation of the sensitive and human part of individuals who contribute positively to the environment (Pino and Euscategui). In this sense, in the consulted bibliography, the term coexistence was found associated with the absence of conflicts or anti-bullying actions, regulated by a manual of norms, blurring the notion of conflict, inherent to the human being with himself, others and the environment. This is how, an investigation was developed in which this simplistic vision is expanded and coexistence states are conceptualized, as part of the lifestyle of the subjects where the self-regulation of behavior allows self-recognition as legitimate and recognize the other as legitimate other; where without the need for surveillance and control, the subject offers and offers himself spaces for free and spontaneous development. From this, a theoretical emergent result, achieving an ontological/epistemological and pedagogical contribution, by glimpsing from the context of the school a pedagogical practice that helps these states, as well as these contribute to the pedagogical practice assumed as a form of coexistence itself, generating what is called a recursive relation. To achieve this, we worked with a retroactive relational design, based on the qualitative approach, the complex paradigm theorized by Morín and Charmáz's constructivist grounded theory design, which preserves the methodological elements such as the constant comparison method, sampling and theoretical saturation and coding of data. the traditional Grounded Theory.
The present work is born from daily experiences as a teacher of an official educational institution, when noticing the way in which interpersonal and intergroup relationships occur, sometimes permeated by situations that altered coexistence. This aroused interest in developing an investigation whose purpose was to unveil emerging theoretical concepts and relationships between pedagogical practice and coexistence states in basic secondary education, for the formation of the sensitive and human part of individuals who contribute positively to the environment (Pino and Euscategui). In this sense, in the consulted bibliography, the term coexistence was found associated with the absence of conflicts or anti-bullying actions, regulated by a manual of norms, blurring the notion of conflict, inherent to the human being with himself, others and the environment. This is how, an investigation was developed in which this simplistic vision is expanded and coexistence states are conceptualized, as part of the lifestyle of the subjects where the self-regulation of behavior allows self-recognition as legitimate and recognize the other as legitimate other; where without the need for surveillance and control, the subject offers and offers himself spaces for free and spontaneous development. From this, a theoretical emergent result, achieving an ontological/epistemological and pedagogical contribution, by glimpsing from the context of the school a pedagogical practice that helps these states, as well as these contribute to the pedagogical practice assumed as a form of coexistence itself, generating what is called a recursive relation. To achieve this, we worked with a retroactive relational design, based on the qualitative approach, the complex paradigm theorized by Morín and Charmáz's constructivist grounded theory design, which preserves the methodological elements such as the constant comparison method, sampling and theoretical saturation and coding of data. the traditional Grounded Theory.
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Palabras clave
práctica pedagógica, Convivencia, Estados convivenciales, Pedagogical practices, Coexistence, Coexistence states
