Pedagogy and university teacher education today in Latin America, an epistemological perspective
ABSTRACT The analysis that is made in the present study, from the pedagogy, shows an interesting orientation, whose horizon is varnished with the epistemological vision that is imprinted on it at the current juncture. The main objective of the present investigation is analysis, from the ep...
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| Format: | Online |
| Language: | spa |
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Universidad Pedagógica y Tecnológica de Colombia
2021
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| Online Access: | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/11267 |
| _version_ | 1801706445354303488 |
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| author | Bennasar-García, Miguel Israel Guerrero, José Atilio Zambrano-Leal, Newman Yonander |
| author_facet | Bennasar-García, Miguel Israel Guerrero, José Atilio Zambrano-Leal, Newman Yonander |
| author_sort | Bennasar-García, Miguel Israel |
| collection | OJS |
| description | ABSTRACT
The analysis that is made in the present study, from the pedagogy, shows an interesting orientation, whose horizon is varnished with the epistemological vision that is imprinted on it at the current juncture. The main objective of the present investigation is analysis, from the epistemological perspective, pedagogy and university education in the Latin American context. The methodological itinerary used was hermeneutics, which according to its nature of the account of the necessary search for elements and theories, which treat and expose the subject, which served as bases for the subsequent analysis, critically, about nature of this vital issue for society and the university. This methodological orientation yielded the following results: university teacher training is seen as a heuristic form, the function of which is to teach the different programmatic contents; there is no clear epistemological vision in university training processes. This by its nature, the advancement of pedagogy and the training of university teachers, an epistemological exercise that weaves together, the teaching task and the production of knowledge. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-11267 |
| institution | Revista Praxis & Saber |
| language | spa |
| publishDate | 2021 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-112672023-02-13T20:26:07Z Pedagogy and university teacher education today in Latin America, an epistemological perspective Pedagogía y formación docente universitaria hoy en Latinoamérica, una visión epistemológica Bennasar-García, Miguel Israel Guerrero, José Atilio Zambrano-Leal, Newman Yonander Keywords: Education, University teacher training, hermeneutics, pedagogy, didactics, university. formación de docentes educación pedagogía universidad epistemología ABSTRACT The analysis that is made in the present study, from the pedagogy, shows an interesting orientation, whose horizon is varnished with the epistemological vision that is imprinted on it at the current juncture. The main objective of the present investigation is analysis, from the epistemological perspective, pedagogy and university education in the Latin American context. The methodological itinerary used was hermeneutics, which according to its nature of the account of the necessary search for elements and theories, which treat and expose the subject, which served as bases for the subsequent analysis, critically, about nature of this vital issue for society and the university. This methodological orientation yielded the following results: university teacher training is seen as a heuristic form, the function of which is to teach the different programmatic contents; there is no clear epistemological vision in university training processes. This by its nature, the advancement of pedagogy and the training of university teachers, an epistemological exercise that weaves together, the teaching task and the production of knowledge. El objetivo del estudio es analizar, desde la perspectiva epistemológica, la pedagogía y la formación universitaria en el contexto latinoamericano hoy. El itinerario metodológico utilizado fue la hermenéutica, que permitió la búsqueda de elementos y teorías sobre el tema, lo que sirvió para el posterior abordaje crítico. Se encontró que la formación docente universitaria es vista como una forma heurística, cuya función es enseñar los diferentes contenidos programáticos; y que no existe una visión epistemológica clara en los procesos de formación universitaria. Esto permitió entender que la pedagogía y la formación del docente universitario son ejercicios epistemológicos que enlazan el quehacer docente y la producción de conocimientos. Tratamos de dar sentido a las experiencias de aprendizajes en el aula desde una óptica fenomenológica, al caracterizar los acontecimientos cognoscitivos como la sucesión de la aprehensión de lasexperiencias didácticas, que son fuentes de saber en la evolución educativa. Esta última proviene de las experiencias escolares y singulares, que dan sentido a los eventos pedagógicos de un proceso educativo trascendente y necesario. Universidad Pedagógica y Tecnológica de Colombia 2021-02-16 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html application/epub+zip text/xml https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/11267 10.19053/22160159.v12.n29.2021.11267 Praxis & Saber; Vol. 12 No. 29 (2021): Cine como herramienta de enseñanza; e11267 Praxis & Saber; Vol. 12 Núm. 29 (2021): Cine como herramienta de enseñanza; e11267 Praxis & Saber; Vol. 12 No 29 (2021): Cine como herramienta de enseñanza; e11267 Praxis & Saber; V. 12 N. 29 (2021): Cine como herramienta de enseñanza; e11267 Praxis & Saber; v. 12 n. 29 (2021): Cine como herramienta de enseñanza; e11267 2462-8603 2216-0159 spa https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/11267/10246 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/11267/10248 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/11267/10247 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/11267/12614 Derechos de autor 2021 Miguel Israel Bennasar García http://creativecommons.org/licenses/by-nc/4.0 |
| spellingShingle | Keywords: Education, University teacher training, hermeneutics, pedagogy, didactics, university. formación de docentes educación pedagogía universidad epistemología Bennasar-García, Miguel Israel Guerrero, José Atilio Zambrano-Leal, Newman Yonander Pedagogy and university teacher education today in Latin America, an epistemological perspective |
| title | Pedagogy and university teacher education today in Latin America, an epistemological perspective |
| title_alt | Pedagogía y formación docente universitaria hoy en Latinoamérica, una visión epistemológica |
| title_full | Pedagogy and university teacher education today in Latin America, an epistemological perspective |
| title_fullStr | Pedagogy and university teacher education today in Latin America, an epistemological perspective |
| title_full_unstemmed | Pedagogy and university teacher education today in Latin America, an epistemological perspective |
| title_short | Pedagogy and university teacher education today in Latin America, an epistemological perspective |
| title_sort | pedagogy and university teacher education today in latin america an epistemological perspective |
| topic | Keywords: Education, University teacher training, hermeneutics, pedagogy, didactics, university. formación de docentes educación pedagogía universidad epistemología |
| topic_facet | Keywords: Education, University teacher training, hermeneutics, pedagogy, didactics, university. formación de docentes educación pedagogía universidad epistemología |
| url | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/11267 |
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