Colombia, Brazil, Argentina and Chile: educational practice and pedagogical orientations
This article discusses aspects of the Educational Practice in four state universities in: Colombia, Brazil, Argentina, and Chile. We also take into account the conceptual orientations in teacher training proposed by Feiman (1990) and Imbernon (2007). The research approach is qualitative and aims to...
| Main Authors: | , , |
|---|---|
| Format: | Online |
| Language: | spa |
| Published: |
Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia
2017
|
| Subjects: | |
| Online Access: | https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/7576 |
| _version_ | 1801706207437651968 |
|---|---|
| author | Ayala Zuluaga, Carlos Federico Tadeu Iaochite, Roberto de Souza Neto, Samuel |
| author_facet | Ayala Zuluaga, Carlos Federico Tadeu Iaochite, Roberto de Souza Neto, Samuel |
| author_sort | Ayala Zuluaga, Carlos Federico |
| collection | OJS |
| description | This article discusses aspects of the Educational Practice in four state universities in: Colombia, Brazil, Argentina, and Chile. We also take into account the conceptual orientations in teacher training proposed by Feiman (1990) and Imbernon (2007). The research approach is qualitative and aims to understand intrinsic, regional, cultural, and political aspects of educational practice related to pedagogical orientations, through a process of fluctuating pre-analysis of information, coding and identification of categories. The final stage consisted of description, categorization, inference and interpretation of the information collected. The results show that pedagogical orientations converge in action, reflection, knowledge, the use of digital information and communication technologies, and in the development of the teaching identity. Main conclusions: the predominant pedagogical orientations in the state education are the academic and the technical, and in the universities were identified the traditional, academic, social effectiveness, hermeneutics, and process-centered. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-7576 |
| institution | Revista Historia de la Educación Latinoamericana |
| language | spa |
| publishDate | 2017 |
| 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-75762023-09-06T20:35:19Z Colombia, Brazil, Argentina and Chile: educational practice and pedagogical orientations Colombia, Brasil, Argentina y Chile: práctica educativa y orientaciones pedagógicas Colômbia, Brasil, Argentina e Chile: estágio supervisionado e orientações pedagógicas Ayala Zuluaga, Carlos Federico Tadeu Iaochite, Roberto de Souza Neto, Samuel teaching public policy; teacher training; practitioner-teacher; teaching identity política pública docente; formación docente; practicante-profesor; identidad docente política pública docente; formação docente; educação física; estagiário-professor This article discusses aspects of the Educational Practice in four state universities in: Colombia, Brazil, Argentina, and Chile. We also take into account the conceptual orientations in teacher training proposed by Feiman (1990) and Imbernon (2007). The research approach is qualitative and aims to understand intrinsic, regional, cultural, and political aspects of educational practice related to pedagogical orientations, through a process of fluctuating pre-analysis of information, coding and identification of categories. The final stage consisted of description, categorization, inference and interpretation of the information collected. The results show that pedagogical orientations converge in action, reflection, knowledge, the use of digital information and communication technologies, and in the development of the teaching identity. Main conclusions: the predominant pedagogical orientations in the state education are the academic and the technical, and in the universities were identified the traditional, academic, social effectiveness, hermeneutics, and process-centered. El presente artículo discute aspectos de la Práctica Educativa en cuatro universidades oficiales, o del estado, en: Colombia, Brasil, Argentina, y Chile y está en relación con las orientaciones pedagógicas propuestas por Feiman (1990) e Imbernon (2007). El enfoque de la investigación es cualitativo y busca comprender aspectos intrínsecos, regionales, culturales, y políticos de la práctica educativa relacionada con orientaciones pedagógicas, mediante un proceso de preanálisis fluctuante de la información, la codificación e identificación de categorías, y finalmente la descripción, categorización, inferencia e interpretación de la información recogida. En los resultados se evidencia que las orientaciones pedagógicas convergen en la acción, la reflexión, el conocimiento, el uso de las Tecnologías digitales de información y comunicación, y en el desarrollo de la identidad docente. Conclusiones principales: las orientaciones pedagógicas predominantes en la práctica educativa oficial son la académica y la tecnicista, y en las universidades son la tradicional, académica, de eficacia social, hermenéutica y la centrada en procesos. ______________________ Contextualización: Idioma Maya Sakapulteko Contextualizadora: Delfina Arcón Puzul Ministerio de Educación de Guatemala TUNB’AAL TZ’IIJ: E jun wuuj ri ki ch’aw purwe’ ri b’anb’aal tujneem chapam kijab’ namaq taq tub’aal aj choq’on li tinimiit, re: Colombia, Brasil, Argentina, saqara’ Chile, kikan ri pixb’aneem purwe’ tujneem kirya’ Feiman (1990) richb’iil Imbernon (2007). E ri b’eey jun jyneem ri kiril ri b’anb’aal ki k’aslemaal saqara’ kirjiij ri ch’abik riij chetaq junam rib’anik ramaal jun jupuq tinimiit ri, kib’anb’aal purwe’ tujneem chapam jun kyaj pixb’aneem re ri b’anik tujneem, rmaal jun b’anb’aal re ri chomxiik riij li tzujneem, xaqara’ re karaq taj riij ru utzilaal, xaqara’ ki k’istaj kan otz laj rib’ixik, ru utzilaal, xaqara’ ri chomxik riij li chomneem raqtajek. Chapam li chomneem ri kiltaj chapam che li b’ananeem re tujneem kikiraqkib’ chapam li chaak, chapam li chomb’aal, chapam ri kojik ch’ich’ re jyb’aal chomneem xaqara’ tzujneem, xaqara’ kiltaj chapaam ri b’antajiik li tujneel. Namaq taq k’isb’aneem: Jun kyaj pixb’aneem purwe’ tujneem chapam tujb’aal re tinmiit, el li ka k’amb’ik chapam pi tujb’aal, taq tanaj, xaqara’ chapam li namaq taq tujb’aal kab’an chapam ri b’anab’aal re ajar taq tziij, pa tanaj xaqara’, re utzilaal re winaqiil, xaqara’ kirb’aj ri b’anab’aa’l. Retaal tz’iij: Chak pur we’ li Tujneel, Tujneem re Tujneel, B’ananeem-Tujneel, Ru b’antajiik re Tujneel. O artigo discute aspectos do Estagio Supervisionado em quatro universidades oficiais ou da nação, uma por cada país, em Colômbia, Brasil, Argentina e Chile e está em relação com as Orientações Pedagógicas propostas por Feiman (1990) e Imbernon (2007). Enfoque qualitativo de pesquisa, procurando compreender aspectos intrínsecos, regionais, culturais e políticos do Estagio Supervisionado relacionado com as Orientações Pedagógicas, mediante um processo de pré-análise flutuante da informação, a codificação e identificação de categorias e finalmente a descrição, categorização, Inferência e Interpretação da informação recolhida. Resultados: as Orientações Pedagógicas convergem na ação, reflexão, ação, no conhecimento, no uso da Tecnologia Digital da Informação e Comunicação, e no desenvolvimento da identidade docente; conclusões principais: As Orientações Pedagógicas predominantes no Estagio Supervisionado são Académica e Técnicista no oficial, nas universidades são Tradicional, Académica, Eficácia Social, Hermenêutica e Centrada nos Processos Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia 2017-09-10 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/7576 10.19053/01227238.7576 Revista Historia de la Educación Latinoamericana; Vol. 19 No. 29 (2017): Natalia Górriz; 197-218 Revista Historia de la Educación Latinoamericana; Vol. 19 Núm. 29 (2017): Natalia Górriz; 197-218 2256-5248 0122-7238 spa https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/7576/5947 https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/7576/10844 Copyright (c) 2017 Revista Historia de la Educación Latinoamericana |
| spellingShingle | teaching public policy; teacher training; practitioner-teacher; teaching identity política pública docente; formación docente; practicante-profesor; identidad docente política pública docente; formação docente; educação física; estagiário-professor Ayala Zuluaga, Carlos Federico Tadeu Iaochite, Roberto de Souza Neto, Samuel Colombia, Brazil, Argentina and Chile: educational practice and pedagogical orientations |
| title | Colombia, Brazil, Argentina and Chile: educational practice and pedagogical orientations |
| title_alt | Colombia, Brasil, Argentina y Chile: práctica educativa y orientaciones pedagógicas Colômbia, Brasil, Argentina e Chile: estágio supervisionado e orientações pedagógicas |
| title_full | Colombia, Brazil, Argentina and Chile: educational practice and pedagogical orientations |
| title_fullStr | Colombia, Brazil, Argentina and Chile: educational practice and pedagogical orientations |
| title_full_unstemmed | Colombia, Brazil, Argentina and Chile: educational practice and pedagogical orientations |
| title_short | Colombia, Brazil, Argentina and Chile: educational practice and pedagogical orientations |
| title_sort | colombia brazil argentina and chile educational practice and pedagogical orientations |
| topic | teaching public policy; teacher training; practitioner-teacher; teaching identity política pública docente; formación docente; practicante-profesor; identidad docente política pública docente; formação docente; educação física; estagiário-professor |
| topic_facet | teaching public policy; teacher training; practitioner-teacher; teaching identity política pública docente; formación docente; practicante-profesor; identidad docente política pública docente; formação docente; educação física; estagiário-professor |
| url | https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/7576 |
| work_keys_str_mv | AT ayalazuluagacarlosfederico colombiabrazilargentinaandchileeducationalpracticeandpedagogicalorientations AT tadeuiaochiteroberto colombiabrazilargentinaandchileeducationalpracticeandpedagogicalorientations AT desouzanetosamuel colombiabrazilargentinaandchileeducationalpracticeandpedagogicalorientations AT ayalazuluagacarlosfederico colombiabrasilargentinaychilepracticaeducativayorientacionespedagogicas AT tadeuiaochiteroberto colombiabrasilargentinaychilepracticaeducativayorientacionespedagogicas AT desouzanetosamuel colombiabrasilargentinaychilepracticaeducativayorientacionespedagogicas AT ayalazuluagacarlosfederico colombiabrasilargentinaechileestagiosupervisionadoeorientacoespedagogicas AT tadeuiaochiteroberto colombiabrasilargentinaechileestagiosupervisionadoeorientacoespedagogicas AT desouzanetosamuel colombiabrasilargentinaechileestagiosupervisionadoeorientacoespedagogicas |
