Didáctica de la tecnología para educación básica primaria: una configuración para la alfabetización tecnológica
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Fecha
2022
Autores
Romero Polo, Carlos Andrés
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Editor
ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
La presente investigación planteó como objetivo configurar una didáctica para orientar el proceso
de enseñanza aprendizaje de la tecnología que impulse la alfabetización tecnológica en educación
básica primaria. Para lograrlo, el estudio se ubicó desde el enfoque cualitativo, bajo el paradigma
histórico hermenéutico empleando el método hermenéutico dialéctico, fundamentado en W.
Dilthey, en la comprensión metodológica de Fuentes (2004) y Martínez (1996), en el movimiento
del todo a las partes y de las partes al todo. En este sentido, se confrontaron vacíos epistemológicos
entre la enseñanza de la tecnología y la alfabetización tecnológica mediante el proceso de
investigación científica de la didáctica como ciencia (Álvarez, 2016). Para tal fin, se tomó como
objeto de estudio el proceso de enseñanza aprendizaje de la tecnología, sus componentes,
estructura y función, partiendo de la identificación de fundamentos teóricos que proporcionaron
elementos para la caracterización del proceso desde los significados de los docentes y estudiantes
de básica primaria, reflejados en hechos y manifestaciones que pudieron explicarse con la
fundamentación teórica y epistemológica, e interpretarse en una nueva comprensión del proceso
de enseñanza aprendizaje de la tecnología para este nivel de enseñanza.
The objective of this research was to configure a didactics to guide the teaching-learning process of technology that promotes technological literacy in primary basic education. To achieve this, the study was located from the qualitative approach, under the hermeneutical historical paradigm using the dialectical hermeneutical method, based on W. Dilthey, in the methodological understanding of Fuentes (2004) and Martínez (1996), in the movement of the whole to the parts and from the parts to the whole. In this sense, epistemological gaps were confronted between the teaching of technology and technological literacy through the process of scientific investigation of didactics as science (Álvarez, 2016). For this purpose, the teaching-learning process of technology, its components, structure and function was taken as an object of study, starting from the identification of theoretical foundations that provided elements for the characterization of the process from the meanings of teachers and students of elementary school, reflected in facts and manifestations that could be explained with the theoretical and epistemological foundation, and interpreted in a new understanding of the teaching-learning process of technology for this level of education.
The objective of this research was to configure a didactics to guide the teaching-learning process of technology that promotes technological literacy in primary basic education. To achieve this, the study was located from the qualitative approach, under the hermeneutical historical paradigm using the dialectical hermeneutical method, based on W. Dilthey, in the methodological understanding of Fuentes (2004) and Martínez (1996), in the movement of the whole to the parts and from the parts to the whole. In this sense, epistemological gaps were confronted between the teaching of technology and technological literacy through the process of scientific investigation of didactics as science (Álvarez, 2016). For this purpose, the teaching-learning process of technology, its components, structure and function was taken as an object of study, starting from the identification of theoretical foundations that provided elements for the characterization of the process from the meanings of teachers and students of elementary school, reflected in facts and manifestations that could be explained with the theoretical and epistemological foundation, and interpreted in a new understanding of the teaching-learning process of technology for this level of education.
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Palabras clave
Didáctica, Tecnología, Educación en Tecnología, Alfabetización Tecnológica, Interpretación, Didactics, Technology, Technology Education, Technological Literacy, Interpretation
