Publication: Matemática, cotidianidad y pedagogía integral: tendencias
oferentes desde una óptica humanista integral
Authors
Rodríguez, Milagros Elena
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Publisher
Servicio de Publicaciones. Universidad de Murcia
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DOI
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info:eu-repo/semantics/article
Description
Abstract
En las instituciones educativas, se siguen percibiendo múltiples dificultades
para enseñar matemática al estar circunscrita dentro de una pedagogía
tradicional, se sigue proyectando de forma hegemónica en el contexto
educativo, cultural y social. En ésta investigación cualitativa usando
metodología hermenéutica, se dan las tendencias oferentes de la tríada:
Matemática,-cotidianidad- y pedagogía integral, a fin de proporcionar un
viraje a la enseñanza de la ciencia y mostrarla con una pedagogía renovada,
activa y liberadora; tendente a cambiar su visión. Entre dichas tendencias se
encuentran: La contribución para formar un individuo digno, solidario y
humanista; la capacitación en el plano intelectual, moral y espiritual; una
educación autentica, reconociendo sus potencialidades y “un individuo
formado con mente, cuerpo y corazón”. Para ello el docente debe estar
formado en historia y filosofía, psicología, sociología, semiótica entre otras
categorías; y sea un individuo ético y critico de su praxis, abierto a los
cambios e innovaciones.
In the educative institutions, numerous difficulties still are being perceived to teach Mathematics as it is circumscribed in a traditional pedagogy, th educative, cultural and social context is still being planned in an hegemonic way. Using a hermeneutical methodology in this qualitative research, offerer tendencies are given on the triad: Mathematics-daily life experiences-integral pedagogy, to provide a swerve to the teaching of science and to present it with an improved, active and liberating pedagogy; tending to change the perspective of the teaching of science. Among such tendencies we can find: the contribution to educate a honorable, supportive and humanist individual; the preparation on the intellectual, moral and spiritual levels; and authentic education, taking into account the scholar’s potentialities and an individual educated on mind, body and heart. To do so, the teacher must be skilled on history, philosophy, psychology, sociology, semiotics among other categories; and they must be ethical, critics on their own praxis, opened to the changes and innovations individuals.
In the educative institutions, numerous difficulties still are being perceived to teach Mathematics as it is circumscribed in a traditional pedagogy, th educative, cultural and social context is still being planned in an hegemonic way. Using a hermeneutical methodology in this qualitative research, offerer tendencies are given on the triad: Mathematics-daily life experiences-integral pedagogy, to provide a swerve to the teaching of science and to present it with an improved, active and liberating pedagogy; tending to change the perspective of the teaching of science. Among such tendencies we can find: the contribution to educate a honorable, supportive and humanist individual; the preparation on the intellectual, moral and spiritual levels; and authentic education, taking into account the scholar’s potentialities and an individual educated on mind, body and heart. To do so, the teacher must be skilled on history, philosophy, psychology, sociology, semiotics among other categories; and they must be ethical, critics on their own praxis, opened to the changes and innovations individuals.
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Citation
Revista Electrónica Interuniversitaria de Formación del Profesorado, REIFOP, V. 13, N. 3, 2010
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