Infancia rural: transición activa hacia una pedagogía conceptual
Cargando...
Fecha
2023
Autores
Ramírez León, Francisco Javier
Título de la revista
ISSN de la revista
Título del volumen
Editor
Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
La presente investigación tiene como objetivo desarrollar una propuesta educativaparticipativa institucional que articule el modelo pedagógico conceptual con el contexto
rural, favoreciendo con ello el desarrollo integral de los niños y niñas. La realización de
esta investigación es de gran importancia porque abre una alternativa de aporte al
mejoramiento de la formación de infantes en contextos rurales que se caracterizan
muchas veces por estar enraizados en modelos de enseñanza y pedagogías poco
pertinentes a la realidad circundante, descontextualizados y anacrónicos, lo que lleva a
que sigan siendo dominados por sistemas educativos que se enfocan solo en una
dimensión del ser humano dejando a un lado la formación integral del sujeto. La
metodología investigativa se fundamenta desde el paradigma sociocrítico, entrelazado a
la investigación acción participativa (IAP) la cual se apoya en técnicas como el grupo
focal, la entrevista, el taller y la devolución sistemática, que es un eje esencial que
atraviesa toda la investigación. Los resultados de la investigación presente, generan un
gran impacto, porque se apostó por la articulación de un modelo pedagógico que forma
la dimensión cognitiva, afectiva y expresiva de manera conjunta, con los procesos
educativos de la educación rural, en donde los imaginarios infantiles fueron partícipes
activos, lo que provoca el poder darle voz a aquellos que han permanecido pasivos
producto de modelos de educación tradicionalistas centrados en la trasmisión de la
información, más que en la formación de seres humanos integrales, generando al mismo
tiempo una resignificación de la educación rural en cuanto a la infancia se refiere.
The objective of this research is to develop an educational-participatory institutional proposal that articulates the conceptual pedagogical model with the rural context, thereby favoring the integral development of children. Carrying out this research is of great importance because it opens an alternative contribution to the improvement of the education of infants in rural contexts that are often characterized by being rooted in teaching models and pedagogies that are not very relevant to the changing reality, decontextualized and anachronistic. which leads to them continuing to be dominated by educational systems that focus only on one dimension of the human being, leaving aside the integral formation of the subject. The investigative methodology is based on the sociocritical paradigm, intertwined with participatory action research (PAR), which is supported by techniques such as the focus group, the interview, the workshop and the systematic feedback, which is an essential axis that runs through all the research. . The results of the present investigation generate a great impact, because it opted for the articulation of a pedagogical model that forms the cognitive, affective and expressive dimension together, with the educational processes of rural education, where children's imaginaries were active participants, which causes the power to give voice to those who have remained passive as a result of traditionalist education models focused on the transmission of information itself, rather than on the formation of integral human beings, discovering at the same time a redefinition of rural education as far as childhood is concerned.
The objective of this research is to develop an educational-participatory institutional proposal that articulates the conceptual pedagogical model with the rural context, thereby favoring the integral development of children. Carrying out this research is of great importance because it opens an alternative contribution to the improvement of the education of infants in rural contexts that are often characterized by being rooted in teaching models and pedagogies that are not very relevant to the changing reality, decontextualized and anachronistic. which leads to them continuing to be dominated by educational systems that focus only on one dimension of the human being, leaving aside the integral formation of the subject. The investigative methodology is based on the sociocritical paradigm, intertwined with participatory action research (PAR), which is supported by techniques such as the focus group, the interview, the workshop and the systematic feedback, which is an essential axis that runs through all the research. . The results of the present investigation generate a great impact, because it opted for the articulation of a pedagogical model that forms the cognitive, affective and expressive dimension together, with the educational processes of rural education, where children's imaginaries were active participants, which causes the power to give voice to those who have remained passive as a result of traditionalist education models focused on the transmission of information itself, rather than on the formation of integral human beings, discovering at the same time a redefinition of rural education as far as childhood is concerned.
Descripción
Palabras clave
Infancia, Ruralidad, Pedagogía Conceptual, Childhood, Rural education, Conceptual pedagogy
