Maestría en Ciencias de la Educación · 2021
Una oportunidad para resignificar las comprensiones de ser maestro
The Following research project emerged from the interest we had as researchers, regarding the ways in which some elementary school teachers at the Jorge Robledo institute and at the Asunción School perceive, define, and place themselves as human beings within their role as teachers. In this regard, this investigation was intended to interpret teachers’ understanding of themselves within these two educational contexts; in order to approach their realities, not only from the parameter stablished cultural, social, and academically; but also based on their own personal and professional experiences. For this purpose, a qualitative research was proposed with a hermeneutical approach in the light of the narrative, which allowed an open, sensitive, unfinished, and detailed vision of the reality experienced by these teachers. Simultaneously, this study was developed through interactive techniques and focus groups, using instruments such as workshops and semi-structured interviews to identify life experiences and relationship dynamics that constitute a teacher’s existence. Finally, it is concluded that when a teacher becomes aware of him/herself, one does not speak of a teacher in history, but a teacher with his/her own story, who is recognized through relationships and the spaces where s/he is a subject and a teacher in; and it is their stories that allow them to re-signify and re-signify the school as a space of worlds of life, in which subjectivities and intersubjectivities are woven.
Texto completo 121 páginas con texto
Leer la tesis completa Ficha en el repositorio
Contenido
- Figura 1 Tipo de investigación, enfoque metodológico y estrategia del proceso64
- Figura 2 Esquema de análisis planteada por Rodríguez Gómez et al. (1999)68
- Figura 3 Relación del objetivo con las categorías emergentes75
- Figura 4 Relación del segundo objetivo con las categorías emergentes90