Didáctica para la práctica docente interdisciplinar en un programa universitario de economía
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Fecha
2020
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
El objetivo de la presente tesis doctoral es generar una propuesta didáctica para la
práctica docente interdisciplinar. El marco conceptual se realizó con los postulados
teóricos de Aebli (2000), C. Álvarez (2014), González (2012), entre otros. La ruta
metodológica siguió el enfoque sociocrítico, según las fases constructivas de una
investigación acción educativa. Las técnicas de recolección de información fueron el
análisis documental, entrevistas semiestructuradas y cuestionarios aplicados a los
actores participantes del segundo semestre del programa de Economía de la
Universidad de La Guajira. La didáctica desde su enfoque como ciencia tiene el
proceso enseñanza aprendizaje como objeto de estudio, que desde el contexto
educativo ha obtenido una tipología propia que contiene en su parte superior a la
didáctica general y las didácticas específicas como sus derivaciones, que profundizan
el cuestionamiento del trabajo parcelario de las disciplinas. Las asignaturas tienen un
marco didáctico implícito en el diseño curricular, los cuales orientan hacia la
interdisciplinariedad como un principio epistemológico para lograr el aprendizaje de los
futuros economistas. Los resultados de la investigación implican que los docentes en
su praxis cotidiana desarrollan los conocimientos de los estudiantes aplicando
metodologías tradicionales en los subprocesos didácticos, distinguidas por las
características de una práctica docente monodisciplinar con estrategias no centradas
en el estudiante. La fase de contextualización de la didáctica de Aebli tiene un
desarrollo casi imperceptible en las prácticas profesionales del programa de economía,
ya que el estudiante tiene escasas oportunidades de experiencias prácticas aplicadas a
la realidad, salvo las que ofrece el diseño curricular. Las relaciones interdisciplinares
desde la complejidad pueden llevar a desarrollar criterios para que las fases de
operacionalización de la acción y de contextualización de los contenidos se con0ecten
con la realidad social, y ofrezca las herramientas para poner en práctica el
conocimiento humano en el campo del ejercicio profesional
The objective of this doctoral thesis is to generate a didactic proposal for interdisciplinary teaching practice. The conceptual framework made with the theoretical postulates of Aebli (2000), C. Álvarez (2014), González (2012), among others. The methodological route followed the socio-critical approach, according to the constructive phases of an educational action research. The information gathering techniques were the documentary analysis, semi-structured interviews and questionnaires applied to the participating actors of the second semester of the Economics program of the University of La Guajira. Didactics from its approach as a science has the teaching-learning process as an object of study, which from the educational context has obtained its own typology that contains in its upper part the general didactics and the specific didactics as its derivations, which deepen the questioning of the piecemeal work of the disciplines. The subjects have an implicit didactic framework in the curricular design, which orient towards interdisciplinary as an epistemological principle to achieve the learning of future economists. The research results imply that teachers in their daily praxis develop students' knowledge by applying traditional methodologies in didactic sub-processes, distinguished by the characteristics of a monodisciplinary teaching practice with non-student-centered strategies. The contextualization phase of Aebli's didactics has an almost imperceptible development in the professional practices of the economics program, since the student has few opportunities for practical experiences applied to reality, except those offered by the curriculum design. Interdisciplinary relationships based on complexity can lead to the development of criteria so that the phases of operationalization of the action and contextualization of the contents can connect with the social reality, and offer the tools to put human knowledge into practice in the field of professional practice.
The objective of this doctoral thesis is to generate a didactic proposal for interdisciplinary teaching practice. The conceptual framework made with the theoretical postulates of Aebli (2000), C. Álvarez (2014), González (2012), among others. The methodological route followed the socio-critical approach, according to the constructive phases of an educational action research. The information gathering techniques were the documentary analysis, semi-structured interviews and questionnaires applied to the participating actors of the second semester of the Economics program of the University of La Guajira. Didactics from its approach as a science has the teaching-learning process as an object of study, which from the educational context has obtained its own typology that contains in its upper part the general didactics and the specific didactics as its derivations, which deepen the questioning of the piecemeal work of the disciplines. The subjects have an implicit didactic framework in the curricular design, which orient towards interdisciplinary as an epistemological principle to achieve the learning of future economists. The research results imply that teachers in their daily praxis develop students' knowledge by applying traditional methodologies in didactic sub-processes, distinguished by the characteristics of a monodisciplinary teaching practice with non-student-centered strategies. The contextualization phase of Aebli's didactics has an almost imperceptible development in the professional practices of the economics program, since the student has few opportunities for practical experiences applied to reality, except those offered by the curriculum design. Interdisciplinary relationships based on complexity can lead to the development of criteria so that the phases of operationalization of the action and contextualization of the contents can connect with the social reality, and offer the tools to put human knowledge into practice in the field of professional practice.
Descripción
Palabras clave
Didáctica, Práctica didáctica interdisciplinar, Complejidad, Programa universitario de economía, Investigación-acción-educativa, Didactics, interdisciplinary didactic practice, Complexity, university program of economics, educational research-action
