Modelo Integral para la Práctica Docente: Análisis de Regularidades Empíricas, Política Pública e Interacción Social
DOI:
https://doi.org/10.31637/epsir-2024-945Palabras clave:
práctica pedagógica, docencia, Ciencias de la Educación, teoría de la educación, Ciencias sociales, terminología educacional, desarrollo de las ciencias sociales, interacción socialResumen
Introducción: En el marco de una investigación doctoral sobre prácticas docentes para la enseñanza de la comprensión lectora en la Araucanía chilena, se busca construir un modelo teórico que distinga entre práctica docente y pedagógica, destacando la importancia de clarificar estas categorías para mejorar la comprensión educativa y fomentar la profundidad analítica, promoviendo un "Ser Pedagógico" que se ve influenciado por contextos sociales y políticos. Este trabajo busca desarrollar una teoría sustantiva sobre prácticas docentes como manifestación del "Ser Pedagógico", siguiendo la jerarquía de abstracción teórica de Sautu y sus colaboradores mediante revisión literaria, análisis y validación empírica. Metodología: La revisión literaria distingue entre pedagogía y docencia, y entre práctica pedagógica y docente, proporcionando enfoques, ámbitos, y niveles de abstracción. Mientras la pedagogía, de carácter más amplio, abarca métodos y teorías educativas, la docencia aplica estos conocimientos en el aula de manera concreta y directa, impactando el aprendizaje de manera inmediata. Resultados: La propuesta teórica examina cómo estas dimensiones se interrelacionan. Conclusiones: El estudio explora la complejidad del "Ser Pedagógico", integrando historicidad, interacciones simbólicas y paradigmas, desafiando modelos simplistas, vinculando a este Ser con la demanda social, para promover la reflexión crítica y políticas inclusivas en la formación docente.
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