Examinando por Materia "Autoconstrucción"

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  • Publicación
    Acceso abierto
    La discursividad en el aula : Prácticas discursivas didácticas posibilitadoras de la autoconstrucción del sujeto social : caso experiencia de tres docentes Universidad Autónoma de Occidente- Cali 2011-1
    (2012) Hernández Martínez, María Eugenia; Maturana Angulo, Jenny Daira; Morales Velasco, Margarita; Arias Carmen, Julián Humberto
    El presente trabajo de indagación/investigación, desarrollado para optar al título de Maestría en Educación: Desarrollo Humano, surge de la reflexión de las autoras sobre su ejercicio universitario como docentes de comunicación social, al problematizar, en la Línea de Desarrollo Humano, la incidencia y trascendencia de la discursividad en el aula, en términos de la toma de decisiones por parte de los estudiantes. Discursividad, configurada por los enunciados, parámetros e intencionalidades generadores de prácticas discursivas didácticas desarrolladas, compartidas y discutidas en el aula de clase.
  • Publicación
    Acceso abierto
    Las experiencias educativas. Un campo para la búsqueda de sentido
    (Universidad de San Buenaventura, 2016) Ocampo Alzate, Claudia María; Arias Carmen, Julián Humberto
    This work of knowledge is a reflection on the features of the educational experience and the search for meaning in the school setting, inquiry contains a marked ecobiográfico character, which highlights the importance of historicizing life events as an alternative research. The work problematizes the incorporation of the logic of modern life in the field of education, specifically in the school setting, to see how the teaching, learning, relationship and building subjectivities are overshadowed by the imposition of economic forces, political and cultural nuance very particular expression of being and its significance. In-depth interviews and content analysis as techniques for data collection and processing of data was used. Among the most important findings highlights the power of educational experiences as a form of resistance to the nonsense of the time and forms of rote learning that imposes itself significantly. Regarding the search for meaning the unfinished character of the transcendent dimension, responsibility and freedom as events raised by the school and is ratified. It concludes that the traits of both experiences, and the search for meaning in school, they contain an important pedagogical and didactic power that must be taken into account by teachers and teachers in an attempt to produce new strategy to unleash modes more convivial relationship with self, others, the world and life in general.