Didáctica ecoformadora: una configuración dialéctica hacia la humana comprensión.
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Fecha
2022
Autores
Del Toro García, Zaily P.
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Editor
Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
Este documento investigativo, surge de la necesidad de resignificar las didácticas desarrolladas en
torno a la comprensión lectora en lengua extranjera, teniendo en cuenta las metodologías
descontextualizadas, fragmentadas y alejadas de la realidad, considerando los fundamentos de la
Ecoformación. Su objetivo es construir la propuesta de una Didáctica Ecoformadora como
producto cooperativo. En ese sentido, esta pesquisa se adelantó mediante el paneo global de las
categorías relacionadas, vislumbrando sus aportes y alcances. Además, revela que las acciones
educativas en el proceso de lectura comprensiva en lengua extranjera desconocen las demandas
vigentes de los contextos entre ellas las emergencias del ambiente y la consciencia planetaria,
aspectos que se consolidan para dar origen a un contexto problémico justificado desde diferentes
aristas. Durante esta caracterización fueron tomados como referencia datos estadísticos sobre
diagnósticos realizados por el programa Colombia Bilingüe en instituciones oficiales del país en
la educación media. De igual modo, se realiza una descripción sobre los presupuestos
epistemológicos, teóricos y pedagógicos que sustenta el estudio. La metodología se fundamenta
en una investigación cualitativa, desde el paradigma crítico social, según los planteamientos de
Freire (1985) y Habermas (1981) concentrada en la reflexión y procesos metacognitivos del
estudiante. También ilustra la metodología desarrollada de manera cíclica, partiendo de la
observación, planificación y reflexión colectiva, propiciando acciones de devolución sistemática
la cual contribuye a la generación de cambios y transformaciones desde diferentes entornos. Este
accionar simbiótico es representado entre docentes y estudiantes. En ese orden de ideas, la ruta
investigativa avanza por medio de tres Escenarios Didácticos de Aprendizaje, que dan cuenta de
los objetivos específicos, tributando a la propuesta del estudio investigativo, denominado
Didáctica Ecoformadora: Una configuración dialéctica hacia la humana comprensión, la cual se
hace evidente en una Aula Mente Ecoformadora y que surge como emergente religante entre el
constructo teórico Metacomplejo de González (2013) y los procesos Conscientes de Álvarez de
Zayas (2002). Las técnicas e instrumentos aplicados son coherentes con la naturaleza del estudio;
como observaciones de clases, entrevista, análisis documental, grupo focal y mesas de diálogo
configurados mediante el método de la Investigación Acción- Educación (IAE), desde los
planteamientos de Carr & Kemmis (1986). Finalmente, la propuesta Didáctica Ecoformadora se
consolida como accionar cooperativo, mediante el desarrollo de la reflexión crítica reflexiva, emergiendo un ser, que sabe ser, vivir y convivir consigo, sus semejantes y la naturaleza, y que
además sea capaz de transformar la realidad glocal en beneficio del ambiente.
This investigative document arises from the need to resignify the didactics developed around reading comprehension in a foreign language, taking into account decontextualized, fragmented and remote methodologies from reality, considering the foundations of Ecoformation. Its objective is to build the proposal of an Ecoformed Didactics as a cooperative product. In this sense, this research was carried out through the global panning of the related categories, glimpsing their contributions and scope. In addition, it reveals that educational actions in the process of comprehensive reading in a foreign language are unaware of the current demands of the contexts, including environmental emergencies and planetary consciousness, aspects that are consolidated to give rise to a justified problematic context from different angles. During this characterization, statistical data on diagnoses made by the Colombia Bilingual program in official institutions of the country in secondary education were taken as reference. Similarly, a description is made of the epistemological, theoretical and pedagogical assumptions that support the study. The methodology is based on qualitative research, from the critical social paradigm, according to the approaches of Freire (1985) and Habermas (1981) focused on the reflection and metacognitive processes of the student. It also illustrates the methodology developed in a cyclical manner, based on observation, planning and collective reflection, promoting systematic return actions which contribute to the generation of changes and transformations from different environments. This symbiotic action is represented between teachers and students. In that order of ideas, the investigative route advances through three Didactic Learning Scenarios, they are aware of the specific objectives, paying tribute to the proposal of the investigative study, called Ecoforming Didactics: a dialectical configuration towards human understanding, which is done evident in an Aula Mente Ecoformadora that emerges as an emerging link between the theoretical construct Metacomplex of González (2012) and the conscious processes of Álvarez de Zayas (2002). The techniques and instruments applied are consistent with the nature of the study; such as class observations, interviews, documentary analysis, focus groups and dialogue tables configured through the Action-Education Research (IAE) method, from the approaches of Carr & Kemmis (1986). Finally, the Didactic Ecoformed proposal is consolidated as a cooperative action, through the development of reflexive critical reflection, emerging a being, who knows how to be, live and coexist with himself, his peers and nature, and who is also capable of transforming the glocal reality. for the benefit of the environment.
This investigative document arises from the need to resignify the didactics developed around reading comprehension in a foreign language, taking into account decontextualized, fragmented and remote methodologies from reality, considering the foundations of Ecoformation. Its objective is to build the proposal of an Ecoformed Didactics as a cooperative product. In this sense, this research was carried out through the global panning of the related categories, glimpsing their contributions and scope. In addition, it reveals that educational actions in the process of comprehensive reading in a foreign language are unaware of the current demands of the contexts, including environmental emergencies and planetary consciousness, aspects that are consolidated to give rise to a justified problematic context from different angles. During this characterization, statistical data on diagnoses made by the Colombia Bilingual program in official institutions of the country in secondary education were taken as reference. Similarly, a description is made of the epistemological, theoretical and pedagogical assumptions that support the study. The methodology is based on qualitative research, from the critical social paradigm, according to the approaches of Freire (1985) and Habermas (1981) focused on the reflection and metacognitive processes of the student. It also illustrates the methodology developed in a cyclical manner, based on observation, planning and collective reflection, promoting systematic return actions which contribute to the generation of changes and transformations from different environments. This symbiotic action is represented between teachers and students. In that order of ideas, the investigative route advances through three Didactic Learning Scenarios, they are aware of the specific objectives, paying tribute to the proposal of the investigative study, called Ecoforming Didactics: a dialectical configuration towards human understanding, which is done evident in an Aula Mente Ecoformadora that emerges as an emerging link between the theoretical construct Metacomplex of González (2012) and the conscious processes of Álvarez de Zayas (2002). The techniques and instruments applied are consistent with the nature of the study; such as class observations, interviews, documentary analysis, focus groups and dialogue tables configured through the Action-Education Research (IAE) method, from the approaches of Carr & Kemmis (1986). Finally, the Didactic Ecoformed proposal is consolidated as a cooperative action, through the development of reflexive critical reflection, emerging a being, who knows how to be, live and coexist with himself, his peers and nature, and who is also capable of transforming the glocal reality. for the benefit of the environment.
Descripción
Palabras clave
Resignificación, Ecoformación, Consciencia planetaria, Glocal., Resignify, Ecoformation, Planetary consciousness, Glocal
