Significados atribuidos a la relación pedagógica por parte de los jóvenes inscritos en los programas de educación para el trabajo y el desarrollo humano
This qualitative research aimed at understanding the meanings that young adults ascribed to programs of Education for Work and Human Development attributed to their pedagogical relationships as a way to contribute to the resignification of the commitments and responsibilities of this type of educati...
| Autor Principal: | Castaño López, María del Pilar |
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| Formato: | info:eu-repo/semantics/masterThesis |
| Idioma: | spa |
| Publicado: |
Educación
2017
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| Materias: | |
| Acceso en línea: |
http://hdl.handle.net/10819/4334 |
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| Sumario: |
This qualitative research aimed at understanding the meanings that young adults ascribed to programs of Education for Work and Human Development attributed to their pedagogical relationships as a way to contribute to the resignification of the commitments and responsibilities of this type of education. The method used in this research was biographical method or life history, which suggested the use of in-depth interviews as the main data colection instrument. The analysis facilitated the identification of three units that helped to undestand the meanings that are recognized from the life stories of the participants. These units emerged from the data analysis categories, which were grouped in the following points: (a) Meanings attributed to the pedagogical relationship, (b) the pedagogical relationship constructs a theoretical bridge with Education for Work and Human Development, and (c) commitments and responsibilities of Education for Work and Human Development. |
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