Desafíos pedagógicos de la enseñanza de metodología de la investigación: hacia una reconceptualización antropológica del sujeto de aprendizaje
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Rev. de Inv. Educ.
Abstract
El objetivo de este artículo es explorar y describir los obstáculos pedagógicos, institucionales y cognitivos vinculados al proceso de enseñanza-aprendizaje de metodología de la investigación. Para tal fin se construye el concepto de obstáculo pedagógico como una noción auto-reflexiva que permite dar cuenta de la complejidad y multidimensionalidad de dicho proceso*. Se compara el proceso de constitución antropológica del sujeto humano con la constitución del sujeto de aprendizaje en el aula, basándose en los conceptos de praxis lingüística y alteridad. Este análisis permite enunciar la tesis central del artículo: la praxis educativa contemporánea se enraíza en una pedagogía fundada en la exclusión del sujeto que aprende. Adicionalmente, se conceptualiza el aula como sistema complejo autoorganizado donde se forma y moldea la identidad del sujeto de conocimiento. Se elabora el concepto de imprinting cognitivo para dar cuenta de la relación entre el desarrollo de las estructuras cognitivas de un sujeto y la experiencia de éste en una institución educativa y en el aula. La superación del obstáculo pedagógico implica una reconceptualización antropológica del sujeto de aprendizaje que reconozca su complejidad y multimensionalidad. El aporte central del trabajo consiste en dotar de sentido pedagógico la idea antropológica de homo ludens. Se destaca la importancia de la creación de "juegos metodológicos" como instancias lúdicas y dispositivos didácticos a través de los cuales el estudiante pueda asumir un rol protagónico en la construcción del conocimiento.
The aim of this article is to explore and describe the pedagogical, institutional and cognitive obstacles linked to the process of teaching and learning the methodology of social research. For the purpose, we suggest the concept of pedagogical obstacle as a self-reflexive notion, which allows us to show the complexity of the process mentioned above. A comparison between the anthropological composition process of the human subject and the composition of the learning subject in the classroom is made, taking into account the concepts of linguistic praxis and otherness. This analysis allows us to state the central thesis of the article: The contemporary educative praxis is rooted in a pedagogy based on the exclusion of the learning subject. In addition, the classroom is understood as a complex self-organized system where the identity of the knowing subject is formed and shaped. The concept of cognitive imprinting is constructed to show the relation between the development of individual cognitive structures and the individual experience in the context of educative institutions and the classroom. Overcoming the pedagogical obstacle implies an anthropological reconceptualization of the learning subject, which must recognize its complexity. The central contribution of this work consists in developing a pedagogical sense of the anthropological category of homo ludens. Further emphasized are the importance of creating "methodological games" as ludic instances and didactical devices through which the student could assume a leading role in the knowledge construction process.
The aim of this article is to explore and describe the pedagogical, institutional and cognitive obstacles linked to the process of teaching and learning the methodology of social research. For the purpose, we suggest the concept of pedagogical obstacle as a self-reflexive notion, which allows us to show the complexity of the process mentioned above. A comparison between the anthropological composition process of the human subject and the composition of the learning subject in the classroom is made, taking into account the concepts of linguistic praxis and otherness. This analysis allows us to state the central thesis of the article: The contemporary educative praxis is rooted in a pedagogy based on the exclusion of the learning subject. In addition, the classroom is understood as a complex self-organized system where the identity of the knowing subject is formed and shaped. The concept of cognitive imprinting is constructed to show the relation between the development of individual cognitive structures and the individual experience in the context of educative institutions and the classroom. Overcoming the pedagogical obstacle implies an anthropological reconceptualization of the learning subject, which must recognize its complexity. The central contribution of this work consists in developing a pedagogical sense of the anthropological category of homo ludens. Further emphasized are the importance of creating "methodological games" as ludic instances and didactical devices through which the student could assume a leading role in the knowledge construction process.
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Vol. 2, No. 2