Investigación-acción colaborativa: un encuentro con el quehacer cotidiano del centro educativo para su transformación
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2007
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INIE
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El contenido de este libro es producto de una investigación-acción colaborativa que se desarrolló durante tres años en un centro educativo, con la participación de educadoras, directora y asistente de dirección además de las autoras que pertenecen al Departamento de Análisis y Orientación de los Procesos de Enseñanza y Aprendizaje (PEA) del Centro Nacional de Didáctica, dependencia del Ministerio de Educación Pública y al Instituto de Investigación en Educación de la Universidad de Costa Rica.
En el documento se da a conocer el proceso seguido por el equipo de investigadoras en el contexto de una institución educativa. De ahí que se presenta una construcción teórica a partir de situaciones reales vividas por las docentes-investigadoras que estudiaron su práctica pedagógica para transformarla.
El libro cuenta con cuatro capítulos titulados:
1. El paradigma cualitativo en la investigación educativa: una aproximación teórica. Presenta una aproximación teórica al tema, el cual se analizó y discutió en sesiones de trabajo del equipo de investigadoras.
2. Partiendo de nuestras creencias y transformando nuestras visiones de mundo. A lo largo del capítulo se sostiene una discusión pendiente y que busca evidencia la condición de la labor docente. Se toma como referencia el trabajo realizado durante tres años con las docentes-investigadoras de un centro educativo. Se presentan ejemplos de las experiencias.
3. Construyendo la propuesta de investigación-acción. Se presentan los pasos a seguir en este proceso, para ello se retoma la experiencia de las docentes que participaron en el proyecto. Se enfatiza que estos pasos se encuentran íntimamente interrelacionados entre sí y no constituyen una secuencia lineal.
4. Reconstruyendo aprendizajes de la experiencia de investigación-acción colaborativa en el aula. Se realiza una aproximación a los procesos desarrollados durante la investigación-acción, que se convirtieron en aprendizajes para el equipo de investigadoras, al llevar a cabo la experiencia con cada una de las docentes-investigadoras. Estos aprendizajes son construidos a posteriori; su sistematización y análisis permiten reflexionar sobre las condiciones necesarias para realizar este tipo de investigación en los centros educativos.
ABSTRACT: The content of this book is the product of a collaborative action research which was developed during three years in an educational center, with the participation of educators, director and assistant director as well as the authors who belong to the Department of Analysis and Orientation of the Processes of Teaching and Learning (PEA) of the National Didactic Center, unit of the Ministry of Public Education and the Institute of Research in Education of the University of Costa Rica. The document presents the process followed by the team of researchers in the context of an educational institution. Hence, a theoretical construction is presented from real situations experienced by teacher-researchers who studied their pedagogical practice to transform it. The book has four chapters entitled: 1. The qualitative paradigm in educational research: a theoretical approach. It presents a theoretical approach to the topic, which was analyzed and discussed in work sessions of the team of researchers. 2. Starting from our beliefs and transforming our worldviews. Throughout the chapter a pending discussion is held and which seeks evidence of the condition of the teaching work. The work done during three years with the teacher-researchers of an educational center is taken as a reference. Examples of the experiences are presented. 3. Building the research-action proposal. The steps to be followed in this process are presented, for which the experience of the teachers who participated in the project is taken up again. It is emphasized that these steps are intimately interrelated and do not constitute a linear sequence. 4. Reconstructing learning from the collaborative action research experience in the classroom. An approximation is made to the processes developed during the action research, which became lessons for the team of researchers, to carry out the experience with each of the teacher-researchers. These learnings are constructed a posteriori; its systematization and analysis allow us to meditate on the necessary conditions to carry out this type of research in educational centers.
ABSTRACT: The content of this book is the product of a collaborative action research which was developed during three years in an educational center, with the participation of educators, director and assistant director as well as the authors who belong to the Department of Analysis and Orientation of the Processes of Teaching and Learning (PEA) of the National Didactic Center, unit of the Ministry of Public Education and the Institute of Research in Education of the University of Costa Rica. The document presents the process followed by the team of researchers in the context of an educational institution. Hence, a theoretical construction is presented from real situations experienced by teacher-researchers who studied their pedagogical practice to transform it. The book has four chapters entitled: 1. The qualitative paradigm in educational research: a theoretical approach. It presents a theoretical approach to the topic, which was analyzed and discussed in work sessions of the team of researchers. 2. Starting from our beliefs and transforming our worldviews. Throughout the chapter a pending discussion is held and which seeks evidence of the condition of the teaching work. The work done during three years with the teacher-researchers of an educational center is taken as a reference. Examples of the experiences are presented. 3. Building the research-action proposal. The steps to be followed in this process are presented, for which the experience of the teachers who participated in the project is taken up again. It is emphasized that these steps are intimately interrelated and do not constitute a linear sequence. 4. Reconstructing learning from the collaborative action research experience in the classroom. An approximation is made to the processes developed during the action research, which became lessons for the team of researchers, to carry out the experience with each of the teacher-researchers. These learnings are constructed a posteriori; its systematization and analysis allow us to meditate on the necessary conditions to carry out this type of research in educational centers.
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INVESTIGACIÓN ACCIÓN, EDUCACIÓN, INNOVACIONES, ESCUELAS, INVESTIGACIÓN SOCIAL, RESEARCH ACTION, EDUCATION, INNOVATIONS, SCHOOLS, SOCIAL RESEARCH