Modelo pedagógico y didáctico sociocomunitario, interdisciplinario, productivo, crítico e investigativo (SIPCI)
Abstract
El presente trabajo constituye la última parte de una serie de tres artículos dedicados al tema de la educación sociocomunitaria y productiva. La intención fundamental de estos tres artículos, publicados en la revista especializada Integra Educativa del Instituo Internacional de Investigación Educativa para la Integración del Convenio Andrés Bello (IIICAB), consiste en conformar un modelo pedagógico y didáctico complejo que responda a las tendencias educativas de algunos países que viven actualmente importantes procesos de transfromación, para lo cual la educación desde una perspectiva sociocrítica es altamente significativa. El documento, además de la fundamentación respectiva, contiene un método para el desarrollo del proceso de aprendizaje y enseñanza conformado por siete momentos básicos, cuya esencia consiste en la relación entre estudio, trabajo, producción, investigación, formación, acción, reflexión y transformación. En este sentido, tanto el modelo como el método propiamente dicho están centrados en la concepción de la Investigación Acción Participativa, la interdisciplinariedad y la incorporación de una cantidad de estrategias de aprendizaje y enseñanza alternativas a la educación bancaria, pasiva y reproductora de las condiciones socioeconómicas y políticas del sistema capitalista. El contenido del presente documento constituye realmente un punto de partida sumamente importante para la implementación de la nueva concepción educativa, para lo cual se toma en cuenta la educación crítica y políticamente comprometida con las mayorías. Su horizonte tiene que ver con la posibilidad concreta de constituir la nueva educación, la educación revolucionaria, orientada en principios altamente emancipadores, científicos, investigativos, técnicos, políticos y transformadores de las realidades socionaturales actuales y futuras. El modelo y el método desarrollados a lo largo del documento pueden ser aplicados en diferentes campos de la educación, tales como la elaboración de libros de texto, formación y actualización docente, diseño y desarrollo curricular, elaboración de nuevos planes y programas de estudio, conformación de proyectos educativos institucionales y, muy especialmente, el desarrollo de la actividad didáctica tanto en los Centros Educativos Comunitarios Autónomos (CECA) como en los Otros Lugares de Aprendizaje y Enseñanza (OLAE).
This article is the last part of a series of three articles about socio-communitarian and productive education. The underlying intention of these three articles, published in the specialized journal Integra Educativa of the International Research Institute for Integration of the Convenio Andrés Bello, consists in designing a complex pedagogic and didactic model that responds to the education tendencies in some countries that currently undergo important transformation processes, for which education with a socio-critical vision is of great importance. In addition to the theoretical basis, the present work suggests a method for the development of the learning-teaching process that involves seven basic steps that are built on the relation between study, work, production, research, formation, action, reflection and transformation. In this sense, both the model and the method have their basis in the conception of Participative Action Research, interdisciplinary and the incorporation of a number of learning-teaching strategies that are alternatives to the passive, reproductive school-bench learning that characterizes the socio-economics and politics of the capitalists system. The content of the present article is a departure point that is central to the implementation of a new education conception, which takes into account the critical and politically engaged education that focuses on the majorities. Its horizon is the concrete possibility of establishing a new education, a revolutionary education, based on liberating, scientific, technical and political principles and research that transform actual and future socio-natural realities. The model and the method developed in the article can be applied in different education areas, such as the elaboration of textbooks, teacher formation and continued education, curriculum design and development, the elaboration of new study plans and programs, conformation of institutional education projects and especially the development of didactic activities in Autonomous Community Education Centers and Other Learning and Teaching Spaces.
This article is the last part of a series of three articles about socio-communitarian and productive education. The underlying intention of these three articles, published in the specialized journal Integra Educativa of the International Research Institute for Integration of the Convenio Andrés Bello, consists in designing a complex pedagogic and didactic model that responds to the education tendencies in some countries that currently undergo important transformation processes, for which education with a socio-critical vision is of great importance. In addition to the theoretical basis, the present work suggests a method for the development of the learning-teaching process that involves seven basic steps that are built on the relation between study, work, production, research, formation, action, reflection and transformation. In this sense, both the model and the method have their basis in the conception of Participative Action Research, interdisciplinary and the incorporation of a number of learning-teaching strategies that are alternatives to the passive, reproductive school-bench learning that characterizes the socio-economics and politics of the capitalists system. The content of the present article is a departure point that is central to the implementation of a new education conception, which takes into account the critical and politically engaged education that focuses on the majorities. Its horizon is the concrete possibility of establishing a new education, a revolutionary education, based on liberating, scientific, technical and political principles and research that transform actual and future socio-natural realities. The model and the method developed in the article can be applied in different education areas, such as the elaboration of textbooks, teacher formation and continued education, curriculum design and development, the elaboration of new study plans and programs, conformation of institutional education projects and especially the development of didactic activities in Autonomous Community Education Centers and Other Learning and Teaching Spaces.
Description
Vol. 4, No. 3