Didáctica orientada desde la cocreación para la formación de profesionales
Cargando...
Fecha
2018
Autores
Barrios Barraza, Astrid Isidora
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
Didáctica orientada desde la cocreación para la formación de profesionales, es el nombre de la tesis doctoral, que se entreteje en este documento investigativo, que da cuenta del proceso de aprendizaje enseñanza del sujeto en una didáctica entendida como la praxis misma, que genera conocimiento universal desde la formación del sujeto, a través de interconexiones sociales conjuntas en el aprendizaje basado en la investigación creación en la transdisciplinariedad, para la transformación y transferencia social del conocimiento. Es una investigación que en la iniciación problémica abordada y en los criterios fundados sobre el rigor científico, coherencia y aporte en el campo de acción de cara a los procesos y dinámicas del aprendizaje, se funda en la sensibilidad emocional y cognitiva.
Didáctica, categoría principal; Cocreación, categoría central y Formación, categoría secundaria; hacen de la investigación un entretejido Dilógico, Ecosistémico e Interactivo que permiten develar una visión retrospectiva de cada una de las categorías en la glocalidad, para vislumbrar los antecedentes del estado actual de las categorías, sus aportes y avances, en un diálogo con la génesis epistemológica, teórica y metodológica, que sustenta la acción praxeológico de la naturaleza de la investigación.
La metodología utilizada se fundamenta en una investigación cualitativa, desde el paradigma socio crítico, a través del enfoque dialógico, ecosistémico e interactivo, donde la caracterización de la población se centra en el estudiante y todos los actores del proceso aprendizaje en las instituciones de educación superior, IES, en la cual, se aplicaron técnicas e instrumentos de investigación coherentes con el objeto de estudio, como son la observación
participante, grupos de discusión, entrevistas abiertas, revisión y análisis documental, consulta con expertos y la matriz de percepción, conducentes a la sistematización y validación en la acción del Sistema Dinámico.
El Sistema Dinámico que orienta la investigación, es la acción praxiológica, conformado por tres Subsistemas, el subsistema I, es la acción metodológica del primer objetivo, el subsistema II, devela al segundo objetivo y el subsistema III, desarrolla la propuesta investigativa, que lleva por nombre: Didáctica Cocreativa In Situ, la cual, es el resultado de las interacción de los objetivos de la investigación, direccionadas desde la Teoría de la Acción Comunicativa del sociólogo y filósofo alemán Jurgen Habermas (TAC) y la Teoría de los Sistemas, en el proceso de comunicación entre sistemas, del biólogo y filósofo austríaco, Karl Von Bertalanffy, con un dialogo permanente en la investigación acción educativa del británico, (IAE),John Elliott.
La Didáctica Cocreativa In Situ, es una didáctica orientada desde la cocreación a partir de la investigación creación en lo dialógico, sistémico e interactivo, cimentada en la sensibilidad emocional y cognitiva en la cohesión social, que construye, deconstruye y reconstruye el conocimiento para transformar y transferir lo aprendido en la formación del sujeto que aprende, religa y coexiste, inmerso en el vivir, convivir, actuar y trascender glocal, con visión emergente y prospectiva.
Didactic oriented from the co-creation for the formation of professionals, is the name of the doctoral thesis, which is interwoven in this research document, that accounts for the learning process teaching the subject in a didactic understood as the praxis itself, that generates universal knowledge from the formation of the subject, through joint social interconnections in learning based on the research creation in transdisciplinarity, for the transformation and social transfer of knowledge. It is a research that in the problematic initiation addressed and in the criteria based on the scientific rigor, coherence and contribution in the field of action facing the processes and dynamics of learning, is based on the emotional and cognitive sensitivity. Didactics, main category; Co-creation, core category and Training, secondary category; they make of the investigation a interwoven dialogic, ecosystemic and interactive that allow to reveal a retrospective vision of each one of the categories in the glocality, to glimpse the background of the current state of the categories, their contributions and advances, in a dialogue with the epistemological, theoretical and methodological genesis, which supports the praxeological action of the nature of the investigation. The methodology used is based on a qualitative research, from the socio-critical paradigm, through the dialogical, ecosystemic and interactive approach, where the characterization of the population is focused on the students and all the actors of the learning process in higher education institutions, IES, in which research techniques and instruments coherent with the object of study were applied, such as participant observation, discussion groups, open interviews, review and documentary analysis, consultation with experts and the matrix of perception, leading to the systematization and validation in the action of the Dynamic System. The Dynamic System that guides the investigation, is the praxeological action, conformed by three Subsystems, the subsystem I, is the methodological action of the first objective, the subsystem II, reveals the second objective and subsystem III, develops the research proposal, which bears the name: Co-creative didactics In Situ, which is the result of the interaction of research objectives, addressed from the Theory of Communicative Action of the Sociologist and German philosopher Jurgen Habermas (TAC) and Theory of Systems, in the process of communication between systems, the Austrian biologist and philosopher, Karl Von Bertalanffy, with a permanent dialogue in educational research action of the British,(IAE), John Elliott. The Co-creative Didactic In Situ, is a didactic oriented from co-creation starting from the research creation in the dialogic, systemic and interactive, based on emotional and cognitive sensitivity in social cohesion, which builds, deconstructs and reconstructs knowledge to transform and transfer what is learned in the formation of the subject that learns, relates and coexists, immersed in living, living together, acting and to transcend glocaly, with emergent and prospective vision.
Didactic oriented from the co-creation for the formation of professionals, is the name of the doctoral thesis, which is interwoven in this research document, that accounts for the learning process teaching the subject in a didactic understood as the praxis itself, that generates universal knowledge from the formation of the subject, through joint social interconnections in learning based on the research creation in transdisciplinarity, for the transformation and social transfer of knowledge. It is a research that in the problematic initiation addressed and in the criteria based on the scientific rigor, coherence and contribution in the field of action facing the processes and dynamics of learning, is based on the emotional and cognitive sensitivity. Didactics, main category; Co-creation, core category and Training, secondary category; they make of the investigation a interwoven dialogic, ecosystemic and interactive that allow to reveal a retrospective vision of each one of the categories in the glocality, to glimpse the background of the current state of the categories, their contributions and advances, in a dialogue with the epistemological, theoretical and methodological genesis, which supports the praxeological action of the nature of the investigation. The methodology used is based on a qualitative research, from the socio-critical paradigm, through the dialogical, ecosystemic and interactive approach, where the characterization of the population is focused on the students and all the actors of the learning process in higher education institutions, IES, in which research techniques and instruments coherent with the object of study were applied, such as participant observation, discussion groups, open interviews, review and documentary analysis, consultation with experts and the matrix of perception, leading to the systematization and validation in the action of the Dynamic System. The Dynamic System that guides the investigation, is the praxeological action, conformed by three Subsystems, the subsystem I, is the methodological action of the first objective, the subsystem II, reveals the second objective and subsystem III, develops the research proposal, which bears the name: Co-creative didactics In Situ, which is the result of the interaction of research objectives, addressed from the Theory of Communicative Action of the Sociologist and German philosopher Jurgen Habermas (TAC) and Theory of Systems, in the process of communication between systems, the Austrian biologist and philosopher, Karl Von Bertalanffy, with a permanent dialogue in educational research action of the British,(IAE), John Elliott. The Co-creative Didactic In Situ, is a didactic oriented from co-creation starting from the research creation in the dialogic, systemic and interactive, based on emotional and cognitive sensitivity in social cohesion, which builds, deconstructs and reconstructs knowledge to transform and transfer what is learned in the formation of the subject that learns, relates and coexists, immersed in living, living together, acting and to transcend glocaly, with emergent and prospective vision.
Descripción
Palabras clave
Cocreación, Didáctica, Formación, Praxis, Investigación Creación, Sistemas Dinámicos, Investigación Acción Educativa, Dialógico, Sistémico e interactivo, Socio crítico, Co-creation, Didactics, Training, Creation Research, Dynamic Systems, Educational Action Research, Dialogical, Systemic and interactive, Critical partner