Configuración del Ser maestro bonaventuriano
Much is talked about the "teachers", but seldom observe the how theirconfiguration is really developing to meet what they are demanded. In this, it is important to recognize that "teachers" form a network of relationships, whichcontains subnets, because each teacher is configured...
| Autor Principal: | Bonilla Bravo, Diana Marcela |
|---|---|
| Otros Autores: | González Ibarra, Stephany |
| Formato: | info:eu-repo/semantics/bachelorThesis |
| Idioma: | spa |
| Publicado: |
Universidad de San Buenaventura, Cali
2018
|
| Materias: | |
| Acceso en línea: |
http://hdl.handle.net/10819/6753 |
| Etiquetas: |
Agregar Etiqueta
Sin Etiquetas, Sea el primero en etiquetar este registro!
|
| Sumario: |
Much is talked about the "teachers", but seldom observe the how theirconfiguration is really developing to meet what they are demanded. In this, it is important to recognize that "teachers" form a network of relationships, whichcontains subnets, because each teacher is configured according to determining factors, individually. This network is a set of forces that regulate people's relationships and behaviors. The child is advancing in that network, allowing him to develop skills andcompetencies. Producing a subject, "subject to...” that network of relationships,which is not a free being, because it is permanently regulated. That we callsubjectivity, but there is something in the individual that is not fully subject, subjectivation, where the individual takes care of himself. The configuration of teachers, in early childhood education, is complemented bytheir pedagogical practices, without saying that, because students enroll the samesubjects and perform similar practices, their configuration is homogeneous, butthere is a Heterogeneity of professionals due to their experiences, personality,interest, vocation, ethics and commitment in front of their work In other words, the ontological statute is not homogeneous. Therefore, it can be said that, once, during the semesters, students acquire aposition in front of their being, which is reflected in practice. Despite theentire pedagogical journey, it is possible that once exerted, they arepressured by the educational system, which can be contradictory to the reason ofthe program. |
|---|