Maestría en Ciencias de la Educación · 2019

Comprensiones de los profesores y directivos docentes acerca de la metodología por proyectos de investigación en el aula : una lectura desde la planeación, la enseñanza y la articulación con el Proyecto Educativo Institucional (P.E.I.) en la Institución Educativa Betsabé Espinal

This research is part of an institutional reality that needs to be understood and analyzed, from the relationship that professors and teaching managers make of the methodology by research projects in terms of teaching and planning in terms of articulation with the P.E.I. Specifically, the Betsabé Espinal Educational Institution, in 2016, transforms from the private to the public, which is why it starts to build a new reality, where the teleological component is the one with the greatest concern, after a time it begins in the adaptation of a more contextual teaching, based on the needs and realities of students, teachers and the community in general in the search for solutions that affect them, aiming to access a more active and democratic teaching and learning, leading to the intervention of classroom research projects as a methodology of planning and teaching, but this transformation begins to look tense and complex when each subject begins to impose some subjectivities and understandings against the established methodology, both theoretically and practically, not being clear the roles of the students, the teacher, the contents, the evaluation and the origin contextual from the P.E.I. Being a research proposal from the imaginary, conceptions, thoughts, ways of situating themselves theoretically and practically of the participants, the process assumes a method based on the pedagogical investigation of the facts of Peter and Elsa Petersen (1990), where part of an individual reality and then a collective reality where what is achieved is a situation to be understood and analyzed from the imaginaries and ideas of the subjects. The analysis and processing of the information referring to the object of study were made from 3 categories: didactics, as the field of reflection on the teaching and teacher processes, teaching as the place related to praxis, where the teacher leads it carries out its interpretations as far as the methodological thing, and finally, the projects of investigation of classroom like an active methodology that is put in contrast to a traditional pedagogy originated diverse comprehensions on the part of the professors. Each one related to planning and P.E.I.

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