Pensamiento bioético y proceso de enseñanza-aprendizaje de las matemáticas: bucle generativo para la educación básica secundaria
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2023
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
La investigación deviene la categoría Bioética como eje transdisciplinar
inmersa en el proceso de enseñanza-aprendizaje de las matemáticas que a lo largo
de la historia han sido estudiadas a través de mecanismos diversos y aplicada a
contextos desde miradas emergentes; sin embargo, existe una preocupación
inherente al momento de construir conocimiento en los estudiantes al encontrarse
estancado el proceso formativo y anquilosado en una formación fragmentada que
ostenta el título de área del saber con dificultades para ser enseñada. Con la
incertidumbre que rodea al planeta, se requiere desde la escuela prácticas
diferenciadoras y contextualizadas que permitan trasgredir las fronteras de la
bioética y las matemáticas para dialogar con los saberes y los problemas desde la
vida y para la vida.
Para el desarrollo de la presente tesis doctoral y con el fin de aportar
fundamentos teóricos y prácticos, se planteó el objetivo general de investigación
que estuvo encaminado a configurar un bucle generativo emergente religado al
pensamiento bioético que contribuya a la transformación del proceso de enseñanzaaprendizaje de las matemáticas en básica secundaria. Para esto, se realiza
inicialmente un dialogo reflexivo que reconozca el problema de investigación frente
al proceso de enseñanza aprendizaje de las matemáticas y los conocimientos de
bioética. Posteriormente, se propone caracterizar los fundamentos epistemológicos
transdisiplinarios que articulan el pensamiento bioético en la construcción,
deconstrucción y reconstrucción de la bioética. Luego, se presenta la justificación
bajo el argumento de regenerar los procesos de enseñanza aprendizaje de las
matemáticas a través de la bioética, dándole un sentido planetario.
Inicialmente, el estado del arte presenta un recorrido por diferentes estudios
relacionados con las categorías de la investigación, sin embargo, la relación entre
bioética y matemáticas aún es marginal, por tanto, hay un campo fértil de
investigación para la educación matemática.
Posteriormente presenta un recorrido teórico epistemológico donde se
religan las categorías de bioética y matemáticas en espiral para fundamentar el
aprendizaje generativo bioético matemático que se entretejen con los ejes: La
bioética condición compleja y transdisciplinaria, bioética y matemáticas aprendizaje
generativo desde la vida y para la vida y la transformación de los modelos mentales
desde la bioética.
Por su parte, frente a la fundamentación metodológica de la investigación, se
argumenta la decisión de la postura compleja con el abordaje de la bioética a través
de la enseñanza de las matemáticas con elementos propios de los principios
generativos del ‘método’ en el pensamiento complejo y un proceso metodológico en
espiral a partir de la generación de bucles recursivos tendientes al mejoramiento de
los procesos de formación que redundan en la generación de conciencia planetaria
con mediación de mecanismos emergentes coadyuvantes como la bioética
universal y el ‘contrato didáctico’ que invitan a repensar el papel fundamental que
tienen los actores educativos: docente-estudiante y padres de familia, frente a las
problemáticas actuales y ejercer una ciudadanía critica a través de las matemáticas
configurando un bucle generativo emergente religado al pensamiento bioético.
Para lograr estos propósitos se trabajó con la Investigación Acción Bioética
(IAB) con acción religante del concepto de individuación, aunando esfuerzos para
concatenar las diferentes características emergentes en una espiral investigativa,
con técnicas de recolección de información como: registro documental, grupos de
diálogo, observación participante, entre otras, configurando relaciones y conexiones
a partir de instrumentos como el diario de campo, guías de diálogo y formación,
esquemas categoriales y matrices de registro.
Para el desarrollo de emergencias y camino metodológico que permitieron
deconstruir, construir y reconstruir las estructuras de pensamiento -con mediación
del bucle recursivo como operador del pensamiento complejo-, propias del
acelerado vivir en que se encuentra inmersa la humanidad se fue hilando el bucle
generativo emergente que articuló siete dispositivos de formación en un bucle
recursivo visto como metasistema complexus entretejiendo los elementos
categoriales investigativos en amalgama con la IAB, proceso que se realimenta en
cualquier punto del recorrido ecologizado.
A manera de síntesis integradora se tornó indispensable unir esfuerzos para
posibilitar la emergencia de prácticas que redunden en el cuidado del medio
ambiente y la enseñanza de las matemáticas ya no es vista como un problema de
difusión de saber matemático, rompe con la linealidad y trasciende a la formación
humana. Se hizo necesario hacer un corte en el bucle generativo para dar el informe
de esta etapa investigativa, en doble bucle recursivo que ha conllevado a la
germinación del bucle generativo para el Aprendizaje Generativo, es un proceso de
búsqueda inacabado, que no termina aquí, propicia una reconstrucción constante
de los saberes bioéticos y matemáticos que se entretejen entre las diferentes
disciplinas y la vida cotidiana donde el problema trasciende al método y viceversa.
The research becomes the Bioethics category as a transdisciplinary axis immersed in the teaching-learning process of mathematics that throughout history have been studied through various mechanisms and applied to contexts from emerging perspectives; however, there is an inherent concern at the time of building knowledge in students when the formative process is stagnant and stagnant in a fragmented formation that holds the title of an area of knowledge with difficulties to be taught. With the uncertainty that surrounds the planet, it is required from the school differentiating and contextualized practices that allow transgressing the boundaries of bioethics and mathematics to dialogue with knowledge and problems from life and for life. For the development of this doctoral thesis and in order to provide theoretical and practical foundations, the general objective of the research was aimed at configuring an emerging generative loop related to bioethical thinking that contributes to the transformation of the teaching-learning process of mathematics in elementary school. For this purpose, a reflective dialogue is initially carried out to recognize the research problem in relation to the mathematics teaching-learning process and the knowledge of bioethics. Subsequently, it is proposed to characterize the transdisciplinary epistemological foundations that articulate bioethical thinking in the construction, deconstruction, and reconstruction of bioethics. Then, the justification is presented under the argument of regenerating the teaching-learning processes of mathematics through bioethics, giving it a planetary sense. Initially, the state of the art presents a tour through different studies related to the research categories, however, the relationship between bioethics and mathematics is still marginal, therefore, there is a fertile field of research for mathematics education. Subsequently, it presents a theoretical and epistemological tour where the categories of bioethics and mathematics are linked in a spiral to support the mathematical bioethical generative learning, which are interwoven with the axes: Bioethics as a complex and transdisciplinary condition, bioethics and mathematics, generative learning from life and for life, and the transformation of mental models from bioethics. On the other hand, regarding the methodological foundation of the research, the decision of the complex position is argued with the approach to bioethics through the teaching of mathematics, the decision of the complex position is argued with the approach of bioethics through the teaching of mathematics with elements of the generative principles of the 'method' in complex thinking and a methodological process in spiral from the generation of recursive loops tending to the improvement of the training processes that result in the generation of planetary awareness with the mediation of adjuvant emerging mechanisms such as universal bioethics and the 'didactic contract' that invite to rethink the fundamental role of the educational actors: teacher-student and parents, in the face of current problems and exercise a critical citizenship through mathematics configuring an emergent generative loop linked to bioethical thinking. In order to achieve these purposes, we worked with the Bioethical Action Research (BAR) with a religious action of the concept of individuation, joining efforts to concatenate the different emerging characteristics in an investigative spiral, with information gathering techniques such as: documentary record, dialogue groups, participant observation, among others, configuring relationships and connections from instruments such as the field diary, dialogue and training guides, categorical schemes and registration matrices. For the development of emergencies and methodological path that allowed the deconstruction, construction and reconstruction of thought structures - mediated by the recursive loop as an operator of complex thinking -, typical of the accelerated living in which humanity is immersed, the emergent generative loop was spun, articulating seven training devices in a recursive loop seen as a complexus metasystem interweaving the categorical research elements in amalgamation with the IAB, a process that is fed back at any point of the ecologized path. As an integrating synthesis, it became indispensable to join efforts to enable the emergence of practices that result in the care of the environment and the teaching of mathematics is no longer seen as a problem of dissemination of mathematical knowledge, it breaks with linearity and transcends human formation. It became necessary to make a cut in the generative loop to give the report of this research stage, in double recursive loop that has led to the germination of the generative loop for Generative Learning, it is an unfinished search process, which does not end here, it propitiates a constant reconstruction of the bioethical and mathematical knowledge that is interwoven between the different disciplines and daily life where the problem transcends the method and vice versa
The research becomes the Bioethics category as a transdisciplinary axis immersed in the teaching-learning process of mathematics that throughout history have been studied through various mechanisms and applied to contexts from emerging perspectives; however, there is an inherent concern at the time of building knowledge in students when the formative process is stagnant and stagnant in a fragmented formation that holds the title of an area of knowledge with difficulties to be taught. With the uncertainty that surrounds the planet, it is required from the school differentiating and contextualized practices that allow transgressing the boundaries of bioethics and mathematics to dialogue with knowledge and problems from life and for life. For the development of this doctoral thesis and in order to provide theoretical and practical foundations, the general objective of the research was aimed at configuring an emerging generative loop related to bioethical thinking that contributes to the transformation of the teaching-learning process of mathematics in elementary school. For this purpose, a reflective dialogue is initially carried out to recognize the research problem in relation to the mathematics teaching-learning process and the knowledge of bioethics. Subsequently, it is proposed to characterize the transdisciplinary epistemological foundations that articulate bioethical thinking in the construction, deconstruction, and reconstruction of bioethics. Then, the justification is presented under the argument of regenerating the teaching-learning processes of mathematics through bioethics, giving it a planetary sense. Initially, the state of the art presents a tour through different studies related to the research categories, however, the relationship between bioethics and mathematics is still marginal, therefore, there is a fertile field of research for mathematics education. Subsequently, it presents a theoretical and epistemological tour where the categories of bioethics and mathematics are linked in a spiral to support the mathematical bioethical generative learning, which are interwoven with the axes: Bioethics as a complex and transdisciplinary condition, bioethics and mathematics, generative learning from life and for life, and the transformation of mental models from bioethics. On the other hand, regarding the methodological foundation of the research, the decision of the complex position is argued with the approach to bioethics through the teaching of mathematics, the decision of the complex position is argued with the approach of bioethics through the teaching of mathematics with elements of the generative principles of the 'method' in complex thinking and a methodological process in spiral from the generation of recursive loops tending to the improvement of the training processes that result in the generation of planetary awareness with the mediation of adjuvant emerging mechanisms such as universal bioethics and the 'didactic contract' that invite to rethink the fundamental role of the educational actors: teacher-student and parents, in the face of current problems and exercise a critical citizenship through mathematics configuring an emergent generative loop linked to bioethical thinking. In order to achieve these purposes, we worked with the Bioethical Action Research (BAR) with a religious action of the concept of individuation, joining efforts to concatenate the different emerging characteristics in an investigative spiral, with information gathering techniques such as: documentary record, dialogue groups, participant observation, among others, configuring relationships and connections from instruments such as the field diary, dialogue and training guides, categorical schemes and registration matrices. For the development of emergencies and methodological path that allowed the deconstruction, construction and reconstruction of thought structures - mediated by the recursive loop as an operator of complex thinking -, typical of the accelerated living in which humanity is immersed, the emergent generative loop was spun, articulating seven training devices in a recursive loop seen as a complexus metasystem interweaving the categorical research elements in amalgamation with the IAB, a process that is fed back at any point of the ecologized path. As an integrating synthesis, it became indispensable to join efforts to enable the emergence of practices that result in the care of the environment and the teaching of mathematics is no longer seen as a problem of dissemination of mathematical knowledge, it breaks with linearity and transcends human formation. It became necessary to make a cut in the generative loop to give the report of this research stage, in double recursive loop that has led to the germination of the generative loop for Generative Learning, it is an unfinished search process, which does not end here, it propitiates a constant reconstruction of the bioethical and mathematical knowledge that is interwoven between the different disciplines and daily life where the problem transcends the method and vice versa
Descripción
Palabras clave
Bioética, Matemática, Bucle generativo, Proceso denenseñanza aprendizaje, Bioethics, Mathematics, Recursive loop, Teaching-learning process