Critical Didactics Research Articles

Paradygmat krytyczno-emancypacyjny w dydaktyce. Perspektywa filozoficzna

The critical-emancipatory approach to the didactic processes is sometimes mentioned as one of the great paradigms of education. Admittedly, it is not a particularly popular approach in pedagogical practice, but it is still alive, at least in the discussions of experts in didactics, and for this reason it is worth returning to it in our reflections on educational reality. This short study is an attempt at such a return to the critical-emancipatory paradigm in didactic considerations and he topic will be taken up here from the perspective of the very core of this paradigm, i.e. the philosophical concepts that lay at its basis. This requires reference to the thoughts of the proponents of the so-called Critical Theory, which originated in the Frankfurt School in the interwar period. This paper will present a general reconstruction of them, precisely so that the current didactic discourse does not lose sight of what lies at stake when it comes to critical didactics. Aspects of the critical-emancipatory paradigm will be considered here, such as the goals it sets for education, the course of the didactic process, the kind of relationship it establishes between student and teacher, and what kind of knowledge it produces. The analysis leads to the conclusion that, although the critical paradigm may contribute to small-scale changes on a local scale, it nevertheless remains largely inadequate to the contemporary educational reality, because it is politically motivated and has hard to achieve ambitions of large-scale social change.

A Look at Latin American Epistemology and Pedagogical Mediation in the Teaching of Science in General

The critical analysis of traditional and Latin American epistemology allows building a frame of reference that helps to understand the current educational situation. The marked globalization trend in the teaching and learning processes has helped to increase the social gap since colonial times. The development of autochthonous culture permits the creation of a Latin American conscience that allows basing the educational processes on the traditions and not on the imposed Western epistemology. In this way, critical and emancipatory pedagogy allows us to design a learning process that fosters the development of social, cultural, and scientific skills that support the evolution of the country. With this epistemological basis, it is possible to work with a critical didactics in the teaching of science that allows opening new models of pedagogical mediation, achieving a comprehensive and equitable education.

Didáticas decoloniais no Brasil: uma análise genealógica

O artigo tem por objetivo realizar uma genealogia das didáticas decoloniais no Brasil. Resulta de uma pesquisa bibliográfica e de um levantamento documental ancorados, principalmente, em referenciais da Rede Modernidade/Colonialidade e da Didática no Brasil. Aponta-se que a origem da decolonialidade, como razão des-colonial, remonta aos anos 1950 e consolida-se em 1998. No Brasil, identificou-se como marcos entre a decolonialidade e a Pedagogia as teses de Oliveira (2010) e Mota Neto (2015). Elege-se como marco a anteceder uma didática decolonial a publicação de “Didática Crítica Intercultural: proposições”, em 2012. Conclui-se que é delineamento central para a constituição de didáticas decoloniais no Brasil a opção pela transmodernidade e que é preciso decolonizar a didática. Tarefa ainda por fazer.

Modelo de diseño didáctico para la construcción de cursos virtuales


 
 
 
 Esta investigación abordó la formulación de un modelo de diseño didáctico para la construcción de cursos virtuales, construido a partir del Modelo Pedagógico Mediacional de Educación a Distancia de la Universidad de la Amazonia y una revisión literaria, con aportes conceptuales y experimentales de los docentes de la modalidad de Educación a Distancia y desde el análisis de cuatro dimensiones fundamentales: organizacional, comunicacional, tecnológica y didáctico-pedagógica. Estas dimensiones orientan la estructuración de un curso virtual. El objetivo principal de la investigación se enmarcó en la formulación de una propuesta de modelo de diseño didáctico que oriente la construcción de cursos virtuales para la mediación didáctica en la modalidad a distancia. Se tomaron como referentes autores eruditos, publicaciones de la especialidad y experiencias de instituciones en educación virtual. A partir de lo planteado se realizó un estudio en el ámbito educativo de tipo descriptivo, interpretativo y transformativo, con enfoque mixto (cualitativo-cuantitativo) y fundamentado desde la teoría de la didáctica crítica, el cual dio como resultado avances hacia la construcción de lineamientos pedagógicos y didácticos que permitan articular de manera coherente la pedagogía, la comunicación, el currículo y la tecnología en función de la construcción de cursos virtuales de calidad mediante el uso pedagógico de las tecnologías de la información y la comunicación (TIC).
 
 
 

LA PROFESIONALIZACIÓN DOCENTE EN PERSPECTIVA CRÍTICO-GENEALÓGICA. EL CASO ESPAÑOL

En este trabajo se trata de esbozar algunas ideas sobre la construcción del oficio docente, desde una perspectiva crítico-genealógica, que nos permitan situar históricamente los actuales discursos y prácticas, de neta raigambre neoliberal, sobre la formación del profesorado, así como los supuestos nuevos perfiles profesionales que se postulan y pretenden, en particular para la educación secundaria en España, en el marco de las políticas educativas del totalcapitalismo.

Teacher´s role in the meaningful learning achievement based on ICT

En este artículo se analizan el papel del docente que busca en los estudiantes el desarrollo de competencias, como las formuladas por la didáctica crítica para el desarrollo de los conocimientos, habilidades y valores, las cuales se deben apoyar en el buen uso de las Tecnologías de Información y Comunicación, para así facilitar un aprendizaje que le sea significativo y útil en su contexto familiar, social y laboral; de igual forma, invita a la discusión sobre como desde las prácticas educativas se accede a la construcción del conocimiento de una forma crítica, argumentativa, propositiva y comunicativa, donde los intereses de cada sujeto que interviene en el proceso educativo, se centra en el aprendizaje. Asimismo, se expone el papel del docente en el desarrollo del aprendizaje significativo con el acercamiento al conocimiento que permiten hoy los medios de comunicación y de información, con la cual se pretende afianzar el proceso de enseñanza aprendizaje desde los intereses, necesidades y oportunidades que presenta el contexto.

A DIDÁTICA NAS TEORIAS PEDAGÓGICAS: FUNDAMENTOS E CONTRIBUIÇÕES DA DIDÁTICA CRÍTICA NA FORMAÇÃO DE PROFESSORES E APROXIMAÇÕES COM A PEDAGOGIA HISTÓRICO-CRITICA

The present study focuses on understanding the contributions brought up by Critical Didactics for teacher education. In order to do so, we depart from the review of a bibliographic, tackles what Didactics is and what its relationship with teacher education is within the theoretical-practicum context. The study sheds light on an object of study that is intertwined not to merely technical issues, but of political-pedagogical nature, entrenched to social relations. As a result of the impacts of social and educational transformations, along the historical context, didactics in different pedagogical theories also changes. Considering its non-neutrality, it is linked to certain objectives, purposes and conceptions of education. Therefore, it is guided by certain theoretical-methodological foundations and may be in tune with processes of conservation or social transformation. This study highlights the relevance of Critical Didactics as an indispensable component in pedagogical training and practice, which can be an instrument of resistance and fight for the development of the political-pedagogical conscience of the teacher engaged with transmission and appropriation by students of more elaborated forms of scientific, philosophical and artistic-cultural knowledge, linked to the historical dimension and the determinants of education, presupposed in Historical-Critical Pedagogy.

Propuesta didáctica crítica para promover el comportamiento lector de textos multimodales digitales en la básica primaria

Critical didactics allows addressing social issues that emerge from students’ interests and needs. To implement this proposal, digital multimodal texts can be used, as a way to access information and build knowledge. This paper is the result of a research study that aimed to assess a critical didactic proposal built on digital multimodal texts and implemented with third grade elementary students. A qualitative approach was used under an action research methodology. The information was collected from twenty third grade students of a public educational institution in the municipality of Yondo (Antioquia) through three tools, namely, a discussion group, an observation guide and a questionnaire. The results section highlights the relationship between digital multimodal texts and the social environment, the interaction with information and communication technologies, and teamwork concerning the reading behavior of digital multimodal texts among elementary students. The paper concludes that reading is a social practice for students, as long as it addresses topics of interest that allow them to participate, contribute ideas and experiences of their daily life and interact with other individual from different settings, in such a way that the environment where they live becomes a critical factor favoring their reading behavior.

Dificuldades de aprendizagem em itens de uma prova de Didática Geral de futuros professores

No presente estudo, são apresentados os erros e as dificuldades de aprendizagem a eles associadas, detectados em respostas de futuros professores do ensino fundamental em itens de conhecimentos da Didática Geral numa prova de um concurso público. A metodologia utilizada foi a análise de desempenho e de erros (NÚÑEZ; RAMALHO, 2012), associando-se possíveis dificuldades de aprendizagem que podem explicar a ocorrência desses erros. Os dados empíricos foram fornecidos pela Comissão Permanente de Concursos da UFRN (Comperve/UFRN). Os resultados evidenciam um baixo desempenho nas questões da prova e revelam erros e dificuldades relacionados ao objeto da Didática Crítica, ao.s fundamentos do ensino com base nas ideias da escola Histórico Cultural de L. S. Vigotsky, à organização dos conteúdos e à formação de atitudes, entre outras. Esses resultados podem ser referência para se pensar a formação inicial dos professores em relação ao conhecimento profissional da Didática Geral como dimensão essencial da futura atividade de ensino nas escolas.

Competencia digital en futuros docentes de Ciencias Sociales en Educación Primaria: análisis desde el modelo TPACK

El presente estudio describe la competencia<br />digital en el tratamiento de contenidos<br />de Ciencias Sociales de futuros maestros.<br />Para ello se recurre al TPACK (TechnologicalPedagogical<br />Content Knowledge) y se<br />analizan los resultados de un cuestionario<br />sobre las concepciones al respecto de<br />153 estudiantes del Grado de Magisterio<br />en Educación Primaria. Las conclusiones<br />confirman un mayor autoconocimiento de<br />contenidos pedagógicos o tecnológicos,<br />frente a los disciplinares, lo que imposibilita,<br />siguiendo la aplicación del modelo,<br />el desarrollo de una competencia digital<br />docente efectiva para el desarrollo de una<br />didáctica crítica en Ciencias Sociales.

8. Didáctica Crítica en la Enseñanza de la Matemática desde una Visión Ética

El presente ensayo tiene como finalidad que eldocente adopte la didáctica crítica en laenseñanza de la matemática desde una visiónética, ya que actualmente el proceso de enseñanzano está desarrollando en el discente unpensamiento crítico que propicie latransformación de los contenidos acorde con susnecesidades. Debido a esto, se debe pensar en una“didáctica distintiva” que permita crear unvínculo afectuoso, partiendo de la ética y laestética, logrando un cuestionamiento a losprincipios de la escuela tradicional y tecnocrática,impulsando una ruptura epistemológica quevislumbre nuevos senderos en la enseñanza, queparta de la historia actual del individuo. A manerade conclusión, la didáctica crítica en la enseñanzade la matemática destaca la necesidad desensibilizar a los docentes para que generenacciones educativas con bases teóricas hacia unapedagogía centrada

Audio-visuelle Repräsentationen postkolonial: Historisch-politisches Lernen mit dem Medium Dokumentar- und Essayfilm

Abstract Film can be used in historical education to establish a postcolonial visual historiography. Yet, the presentist characteristics of the medium also pose a challenge for a critical didactical approach: Most of the German documentaries about the colonial past use historical sources that were created from a dominant colonial perspective and thus, a eurocentric and racist epistemology is inscribed into the material.In our article we give an overview over the developments within different documentary films on colonialism. By drawing on postcolonial and film theory we discuss strategies – regarding form and content – that are used in realistic and reflexive films to (re-) present the colonial past. By focusing specifically on the use of historical sources and on the category of/multiperspectivity/, we analyze the various films’ contributions from the viewpoint of a critical history didactics.

Towards the Configuration of an Industrial Engineering Education Field in Colombia from the Critical Didactics Pedagogy

This work I try to deliver in this paper due to the search by the sense of being a teacher-engineer, for some time. The constant search for the meaning of engineering education in environments like ours, still so dependent senses and knowledge of others, that being so alien, and imposes were simply assumed without further discussion. Industrial engineering does not arise in Colombia as a field of being able specific, with a corpus discipline clearly definitely and differentiated, which is constituted one of the motives that impedes his tracking inside engineering education history. In the statements till now opposing, there is glimpsed how this function was replaced by other engi- neers in the industry, such as chemical or mechanical engineers, maybe the only one fact that re- veals his emergence is his institutionalization as study plan in the Universidad Industrial de San- tander in 1958 The exhibition of these facts, it uses as support: The first one is that the processes of modernization and the form like formed, from the new forms of economic rationality created with the development model; they made necessary the appearance of the industrial engineering as discipline in the powers of engineering. The second one is that it is possible to form alternate speeches for the field of the industrial engineering in Colombia. This reflection becomes relevant in recent times when promoting critical thinking in engineering education has become important, from the understanding that engineering moves into the intersection between social and technical expertise should adapt to the economic, political and cultural contexts in which it is applied. To which I make use of Foucault’s notions of power and subjectivity, the Bourdieu’s notions of symbolic violence and Habermas communicative action. Finally I try to illustrate the reflection with the application of the concept “affectively critical learning” developed from the courses that I directed in the Universidad Autonoma de Colombia.

Styrning genom bedömning av barn

The article aims to weave together some of what we have seen in previous studies with a focus on assessments of children in individual development plans (IDPs) from preschool and preschool class. The study is partly aimed at placing the phenomenon of IDP’s in a broader trend, and to describe and problematize the content, and assessments of the individual development plans. What contents and possible identities and subject positions are offered and formulated for the child in the individual development plans? What does it mean for children, parents and teachers that IUP is a public document? Theoretically, the article contributes to a cross-border meeting between the curriculum theory, critical didactics in the assessment area and childhood theory. The article begins with a descriptive section on methodology, key concepts and theoretical starting points. Then assessment and documentation of children is placed in a broader transnational trend. Following sections deal with various types of evaluation and assessment of children in different places.

Individuella utvecklingsplaner för yngre barn i Sverige; Ett kritiskt ämnesdidaktiskt perspektiv

Individual development plans for younger children from a critical subject didactics perspective. The paper aims to describe and problematize the content of individual development plans (IDP) for preschool and preschool class (age six) pupils from a critical subject didactics perspective. The didactical 'what question' pertaining to content (the object of learning) is central to the analysis. Subject refers to the construction of content and not only in the narrow sense of academic subject, but also thematically and pragmatically connected across subject lines to the content of child care, upbringing and children’s possible questions. Critical didactics are applied to shed light on the relationships between the actors (children and teacher) and their co-determination and agency. The critical approach also encompasses study of the content in relation to the power dimensions of place, age, gender and ethnicity. IDP material was collected in October 2006 in four municipalities in southern Sweden, three urban and one rural. Both relatively ethnically homogeneous and heterogeneous districts were included in the three urban municipalities. The material comprised 82 randomly selected plans. The analysis can be summed up in three distinguishing main tracks or normalities: Academic subject-regulated normal children – in a relatively homogeneous urban district; Socially and monolingually regulated multicultural children – in a relatively heterogeneous urban district; Primarily needs-regulated monocultural children – in a rural municipality

Teaching Computer Technology to Adult Computer Novices. Normative Didactics Based on Adults’ Perception of Information Technology

Abstract On the basis of a previous investigation of the global understandings found among adult computer novices, this article deals with two problems: (i) how can the results of a qualitative investigation be formulated so as to make them practically available for teachers? and (ii) how can the gap be bridged between the results of the descriptive investigation and the implied normative directions for teaching? The first problem is solved with the aid of a procedure called ‘theophrastisation’, which gives a literary reformulation of the empirical findings. The second problem is dealt with first by discriminating between critical normative didactics and constructive normative didactics. It is next shown how the empirical findings can be used to criticise the didactics in current use in the field of computing, and to constitute a constructive normative didactics. The article concludes with some general remarks on prospects which the investigation opens up for research into the teaching of adults.