THE ROLE OF A TEACHER IN POPULAR CULTURAL ACTION
Popular Cultural Action (PCA) is an educational experience that brings school to households and other marginalized groups, involving family and community. This dynamic relationship: school, family and society, coupled and combined with the systematic use, technologies and social mass media produces...
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| Format: | Online |
| Language: | spa |
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Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia
2011
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| Online Access: | https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/1537 |
| _version_ | 1801706164001439744 |
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| author | Sarmiento Moreno, Luis Abrahán |
| author_facet | Sarmiento Moreno, Luis Abrahán |
| author_sort | Sarmiento Moreno, Luis Abrahán |
| collection | OJS |
| description | Popular Cultural Action (PCA) is an educational experience that brings school to households and other marginalized groups, involving family and community. This dynamic relationship: school, family and society, coupled and combined with the systematic use, technologies and social mass media produces as a result important insights for the development of humanity: education, education for life, open education, distance education, education for all, mediated teaching, independent learning and participatory education. This perception implies to replace a single and closed curriculum for programs that respond to the reality and pay attention to participants’ social interests; to change student’s anxiety into another purpose in which the student is treated as responsible for his own learning. The teacher assumes a cooperative role to accompany the learner’s integral development achievement. A new pedagogical fact is possible inasmuch as renewed agents are involved in the processes. Hence a question arises: What is the teacher’s role in Popular Cultural Action? To answer this question, broad reading of primary and secondary sources has been done and discussion with people involved in the educational process has been carried out as well. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-1537 |
| institution | Revista Historia de la Educación Latinoamericana |
| language | spa |
| publishDate | 2011 |
| publisher | Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-15372023-09-06T20:39:26Z THE ROLE OF A TEACHER IN POPULAR CULTURAL ACTION EL CONCEPTO DE MAESTRO EN ACCIÓN CULTURAL POPULAR Sarmiento Moreno, Luis Abrahán Teacher Rural Social Inclusion Media and Mediation in Education Social Sciences Popular Cultural Action (PCA) is an educational experience that brings school to households and other marginalized groups, involving family and community. This dynamic relationship: school, family and society, coupled and combined with the systematic use, technologies and social mass media produces as a result important insights for the development of humanity: education, education for life, open education, distance education, education for all, mediated teaching, independent learning and participatory education. This perception implies to replace a single and closed curriculum for programs that respond to the reality and pay attention to participants’ social interests; to change student’s anxiety into another purpose in which the student is treated as responsible for his own learning. The teacher assumes a cooperative role to accompany the learner’s integral development achievement. A new pedagogical fact is possible inasmuch as renewed agents are involved in the processes. Hence a question arises: What is the teacher’s role in Popular Cultural Action? To answer this question, broad reading of primary and secondary sources has been done and discussion with people involved in the educational process has been carried out as well. Acción Cultural Popular es una experiencia educativa que desde 1947 en Colombia,lleva “escuela” a los campesinos y a otros excluidos, implica el hogar y la sociedad. Esta dinámica relación: “escuela”, familia y comunidad, apuntalada en el uso sistemático y combinado de las tecnologías y los medios de comunicación social, produce intuiciones importantes para el desarrollo de la humanidad: educación permanente, educación para la vida, educación integral, educación abierta, educación a distancia, educación para todos,aprendizaje autónomo y educación participativa.Este hecho histórico – pedagógico, es posible gracias a que renovados agentes educativos intervienen en los procesos. De ahí surge la necesidad de analizar el concepto de maestro en Acción Cultural Popular. Para responder a este objetivo, siguiendo el camino de la historia social y de las ideas se ha hecho una amplia lectura de fuentes primarias y secundarias y se ha dialogado con personas implicadas en la experiencia. Se encuadra enuna investigación que pretende dar cuenta de los presupuestos pedagógicos que subyacen en la universidad abierta y a distancia en Colombia. Este instrumento descriptivo invita a historiadores de la educación, pedagogos y comunidad académica a una deliberación, si acaso, encontramos el matiz del concepto de “Tutor” que imprime carácter particular a la educación abierta y a distancia: un cuerpo colegiado que prepara el material, un experto en su disciplina, y en las mediaciones contexto - tecno - pedagógicas y un voluntario compañero de búsquedas y encuentros de aquellos que autónomamente asumen su propio desarrollo y el de sus comunidades.Palabras clave: Maestro Rural - Campesino, Inclusión Social, Medios y Mediaciones en Pedagogía Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia 2011-07-07 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/1537 10.19053/01227238.1537 Revista Historia de la Educación Latinoamericana; No. 13 (2009): Nísia Floresta Brasileira Augusta Revista Historia de la Educación Latinoamericana; Núm. 13 (2009): Nísia Floresta Brasileira Augusta 2256-5248 0122-7238 spa https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/1537/1533 Copyright (c) 2009 Journal History of Latin American Education |
| spellingShingle | Teacher Rural Social Inclusion Media and Mediation in Education Social Sciences Sarmiento Moreno, Luis Abrahán THE ROLE OF A TEACHER IN POPULAR CULTURAL ACTION |
| title | THE ROLE OF A TEACHER IN POPULAR CULTURAL ACTION |
| title_alt | EL CONCEPTO DE MAESTRO EN ACCIÓN CULTURAL POPULAR |
| title_full | THE ROLE OF A TEACHER IN POPULAR CULTURAL ACTION |
| title_fullStr | THE ROLE OF A TEACHER IN POPULAR CULTURAL ACTION |
| title_full_unstemmed | THE ROLE OF A TEACHER IN POPULAR CULTURAL ACTION |
| title_short | THE ROLE OF A TEACHER IN POPULAR CULTURAL ACTION |
| title_sort | role of a teacher in popular cultural action |
| topic | Teacher Rural Social Inclusion Media and Mediation in Education Social Sciences |
| topic_facet | Teacher Rural Social Inclusion Media and Mediation in Education Social Sciences |
| url | https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/1537 |
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