Competencias ciudadanas: Representaciones sociales y prácticas pedagógicas en las Unidades Tecnológicas de Santander - UTS
This research article is derived from the Macro Project Education and Pedagogy for Peace in the Master of Pedagogical Practice – cohort 5 - of Francisco de Paula Santander, a university in Cúcuta. It aims to set up citizenship skills from the social representations that higher education students and...
| Autor Principal: | Páez Clavijo, Sandra Luz; Universidad Pontificia Bolivariana |
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| Formato: | info:eu-repo/semantics/article |
| Idioma: | spa |
| Publicado: |
Universidad Santo Tomás seccional Bucaramanga
2016
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| Materias: | |
| Acceso en línea: |
http://revistas.ustabuca.edu.co/index.php/ESPIRAL/article/view/1588 |
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| Sumario: |
This research article is derived from the Macro Project Education and Pedagogy for Peace in the Master of Pedagogical Practice – cohort 5 - of Francisco de Paula Santander, a university in Cúcuta. It aims to set up citizenship skills from the social representations that higher education students and teachers have, as well as the analysis of their own pedagogical practices.As part of the methodological horizon, the qualitative approach was chosen as it facilitates the rigorous observation of the particularities of the explicit and latent teaching practices as well as the meanings that the actors decide to give them. Consistently with the approach, the hermeneutical method was selected as a navigational chart of the project and the instruments such as semistructured interviews, focus groups and non-participant observation were selected for the information gathering process. Regarding to the process of analysis and interpretation, it departed with four categories that integrate the fields of civic education covered by the Standards of Citizenship Competences, by MEN: 1. Coexistence and peace; 2. Participation and democratic responsibility; 3. Plurality, identity and appreciation of differences.Among the preliminary findings, it may be mentioned that it was possible to identify that the imaginaries in teaching practices, are part of combinations between the dimensions for citizen action, with predominance of cognitive and communicative dimensions. |
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