Concepciones de alteridad y las prácticas de reconocimiento del otro en la relación pedagógica (educador – educando)
The otherness is the recognition of the other by the other given the need for interaction and communication that is established in the human being. Within the environments in which the otherness is developed the formal teaching is found, where there is an interaction between two individuals: educato...
| Autor Principal: | González Oviedo, Leidy Carolina |
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| Formato: | info:eu-repo/semantics/bachelorThesis |
| Idioma: | spa |
| Publicado: |
Educación, Ciencias Humanas y Sociales
2019
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| Materias: | |
| Acceso en línea: |
González, L., (2019). Concepciones de alteridad y las prácticas de reconocimiento del otro en la relación pedagógica (educador – educando). (Tesis Maestría en Ciencias de la Educación). Universidad de San Buenaventura Colombia, Facultad de Educación, Medellín |
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| Sumario: |
The otherness is the recognition of the other by the other given the need for interaction and communication that is established in the human being. Within the environments in which the otherness is developed the formal teaching is found, where there is an interaction between two individuals: educator and student. This interaction is recognized as generator element of transformations, approaches and connections between what is known, taught, learned and, the vital relevance, between what tris and is perceived. From this perspective, it is necessary to reflect about the notion of otherness that the educator has - understanding him as a formative subject and conscious of the other in a more specific way – as well as, his educational practices. The place of analysis in which these deliberations are developed is the classroom, given that it is the place where the interactions takes place, and given the role that the school has in relation with the recognition, formation and critical thinking, I recognize and recognize the other as foundation of my experience and my social being, cultural, among others. The research develops a socio critical paradigm that is based on the problem statement and the methodological design. The methodology is qualitative, given the interest in exploring the perspectives that configure the subjects with respect to their experiences, by interpreting the productions of meanings and feelings that the members of a social group display in their interactions for our case in the scholar environment. This research was conducted in the Santo Domingo Savio Institution (Segovia, Antioquia) with students from grades 5 to 10. |
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