Representaciones sociales de docentes y estudiantes sobre la práctica docente que influyen la formación humanista en el ciclo V del Colegio Atanasio Girardot IED
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Fecha
2016
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Universidad de La Salle. Facultad de Ciencias de la Educación. Maestría en Docencia
Descripción
La presente investigación tuvo como propósito analizar las representaciones sociales de docentes y estudiantes sobre la práctica docente que influyen la formación humanista en el ciclo V del colegio Atanasio Girardot. Para lograr este propósito y dado el corte cualitativo de la investigación, se optó por el método de la investigación-etnográfica, la cual permitió comprender los roles, valoraciones, conductas, intereses y comportamientos que emergen en las interacciones de ocentes y estudiantes durante los procesos de enseñanza. Se eligieron dos técnicas de recolección de información: la entrevista grupal y la observación, con las que se logró un mayor acercamiento a la población objeto de estudio, conformada por docentes y estudiantes del ciclo V. Para el análisis de la información se utilizó el método de análisis de contenido, mediante la cual se evidenció que los elementos de las representaciones sociales develadas por docentes y estudiantes, que aportan a que una práctica docente se humanice, están relacionados con el examen de sí, la sensibilidad, la coherencia - ética, la imaginación, la acción dialógica y la interacción en el aula. Es así como en la acción pedagógica las representaciones que tienen docentes y estudiantes obedecen por una parte, a la práctica reflexiva y por otra, a las relaciones emocionales; de igual manera, se halló que la representación del buen docente y el buen estudiante permiten comprender una práctica docente humanista
The current research project is aimed at identifying the social representations of teachers and students in the teaching practice that influence the humanistic teaching in cycle V at the Atanasio Girardot School. In order to achieve this objective and given the qualitative nature of the research, it was required the implementation of the ethnographic method. It allowed us to understand the roles, values, behaviors and interests that emerge from the interaction among the teachers and students during teaching process. Two methodological approaches for data collection were required: the group interview and the observation. Their implementation enabled us to approach the targeted polulation, the teachers and students of cycle V. To process the data, it was required to implement the method of content analysis. It enabled us to determine that the elements of the social representations reviled by the teachers and students, which contribute to the teaching practice to become more human, are closely related to the “si” exam, sensitivity, ethical coherence, imagination, dialogic action and the interaction in the classroom. Thus in the pedagogical process, the representations, which are the result of the interaction among teachers and students are due to the reflective practice and emotional relationships. Likewise, it was found that the representations of the good teacher and the good student allow us to understand the humanistic teaching practice.
The current research project is aimed at identifying the social representations of teachers and students in the teaching practice that influence the humanistic teaching in cycle V at the Atanasio Girardot School. In order to achieve this objective and given the qualitative nature of the research, it was required the implementation of the ethnographic method. It allowed us to understand the roles, values, behaviors and interests that emerge from the interaction among the teachers and students during teaching process. Two methodological approaches for data collection were required: the group interview and the observation. Their implementation enabled us to approach the targeted polulation, the teachers and students of cycle V. To process the data, it was required to implement the method of content analysis. It enabled us to determine that the elements of the social representations reviled by the teachers and students, which contribute to the teaching practice to become more human, are closely related to the “si” exam, sensitivity, ethical coherence, imagination, dialogic action and the interaction in the classroom. Thus in the pedagogical process, the representations, which are the result of the interaction among teachers and students are due to the reflective practice and emotional relationships. Likewise, it was found that the representations of the good teacher and the good student allow us to understand the humanistic teaching practice.
Palabras clave
Lenguaje y comunicación - Investigaciones - Bogotá (Colombia), Prácticas de la enseñanza - Investigaciones - Bogotá (Colombia), Humanismo - Enseñanza - Bogotá (Colombia), Personal docente - Enseñanza - Bogotá (Colombia)