La sistematización de experiencias educativas y su lugar en la formación de maestras y maestros
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Fundación Centro Internacional de Educación y Desarrollo Humano
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El propósito central de este artículo es resaltar la importancia, como modalidad investigativa, de la sistematización de experiencias educativas en la formación de maestros en ejercicio. Para ello, inicialmente desarrollamos una breve aproximación conceptual a la Sistematización de experiencias educativas, entrelazando elementos epistemológicos, metodológicos y políticos, en función de los saberes y conocimientos producto de su dinámica investigativa, y que como tales, los asumimos como un tipo de saber y conocimiento pedagógico. En segundo lugar, y en articulación con lo anterior, esbozamos nuestra idea de pedagogía como conocimiento que comprende, explica y orienta la educación en contextos concretos de realización. En tercer lugar, mostramos la importancia de la sistematización de experiencias educativas en la formación de maestros.
The purpose of this paper is to highlight the importance, as research mode, of the systematization of educational experiences in teacher training in exercise. To do this, first develop a brief conceptual approach to the systematization of educational experiences, intertwining elements of epistemological, methodological and political, based on product knowledge and knowledge of its dynamics research, and as such, we take as a type of knowledge and pedagogical knowledge.Second, and in coordination with the above, we outlined our idea of education ascomprising knowledge, explains and guides the specific contexts of educationachievement. Third, we show the importance of the systematization of educational experiences in teacher training.
The purpose of this paper is to highlight the importance, as research mode, of the systematization of educational experiences in teacher training in exercise. To do this, first develop a brief conceptual approach to the systematization of educational experiences, intertwining elements of epistemological, methodological and political, based on product knowledge and knowledge of its dynamics research, and as such, we take as a type of knowledge and pedagogical knowledge.Second, and in coordination with the above, we outlined our idea of education ascomprising knowledge, explains and guides the specific contexts of educationachievement. Third, we show the importance of the systematization of educational experiences in teacher training.