Tras las huellas del aprendizaje significativo, lo alternativo y la innovación en el saber y la práctica pedagógica
In this article the author presents the relations between knowledge and pedagogical practice. These occur as school experience is and is expressed in many ways, including the experiences that are called significant, innovative and / or alternatives. In that sense, those educational practices so name...
| Autor Principal: | Olaya, Alejandro |
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| Otros Autores: | Ramírez, Jackeline |
| Formato: | info:eu-repo/semantics/article |
| Idioma: | spa |
| Publicado: |
Universidad de San Buenaventura - Cali
2017
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| Materias: | |
| Acceso en línea: |
1794-192X |
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| Sumario: |
In this article the author presents the relations between knowledge and pedagogical practice. These occur as school experience is and is expressed in many ways, including the experiences that are called significant, innovative and / or alternatives. In that sense, those educational practices so named, from a literature review with two matrices that analyze, first, how the experiences are configured from the following criteria are questioning: the teaching-learning process, the educational purpose they pursue, their teaching strategies and how they evaluated the selected systematized experiences; and in the second: how and where categories appear, what role, instances that serve as support, themes around which they are organized and their interaction with other concepts. The analysis of these matrices, in such experiences, senses, origins and ways to create realities and positions in school and how it is set, reconfigure and build speeches and teaching practices. |
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