PDF (Español (España))
FLIP
EPUB (Español (España))
HTML (Español (España))
XML (Español (España))
The content of the publications and the links suggested in them are the sole responsibility of the authors and not of the Metropolitan University of Education, Science and Technology (UMECIT) or of the journal ORATORES. They are protected by international copyright laws as well as the logos of UMECIT AND ORATORES, hence their reproduction is totally prohibited.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The authors maintain the copyright and transfer the right of the first publication to the journal, with the article registered with Creative Commons Attribution-NonCommercial-NoDerivatives License, which allow others They can download the works published in this magazine and share them with other people, as long as their authorship is recognized, but they cannot be changed in any way nor can they be used commercially.
Authors are recommended to include their work in social networks such as Researchgate and institutional repositories once the article or visible fact has been published on the journal page, without forgetting to include the digital document identifier and the name of the journal.
Abstract
Rural education in Colombia has been facing a series of problems over the years, ranging from government policies to the teaching-learning process in each of the rural education institutions in Colombia, and it is precisely the issue that we summons, disarticulate the academic assumptions and the ignorance of a specific paradigm from which the teacher is carrying out his pedagogical practice. This paper seeks to reflect on the importance of the teacher in rural areas, starting from an epistemic model that allows him to assess the student's knowledge that is not part of universally accepted content. It also proposes that research be a constant activity in pedagogical practice, finding in action research an alternative that demonstrates the benefits of the pragmatic empirical epistemic model to carry out actions that allow the observation of educational practice, reflection on it and the construction of improvement plans that seek to perfect day by day the way of transmitting and modulating knowledge and knowledge in the classroom.
References
Arias Monge, M., & Navarro Camacho, M. (2017). Epistemología, Ciencia y Educación Científica: premisas, cuestionamientos y reflexiones para pensar la cultura científica. Actualidades Investigativas En Educación, 17(3). https://doi.org/10.15517/aie.v17i3.29878
Barrena, S. (2014). El pragmatismo. Factótum: Revista de Filosofía, (12), 1.
Carrero, M. L., & González, M. F. (2016). La educación rural en Colombia: experiencias y perspectivas. Praxis Pedagógica., 19, 79–89.
Constitución Política de Colombia. (1991).
Gil, M. d. (2011). La escuela rural en la sociedad globalizada. Profesorado.
Giroux, H. A. (2001). Teoría y resistencia en la educación. Siglo 21 Editores.
ICFES. (2019). Informe nacional de resultados Saber 11o del Examen 2018. Retrieved from https://www.icfes.gov.co/documents/20143/1711757/Informe nacional resultados examen saber 11- 2018.pdf.
Latorre, A. (2005). La investigación-acción Conocer y cambiar la práctica educativa (Tercera; S. L. Editorial Graó, de IRIF, Ed.). Barcelona.
Ley 115 General de Educación. (1994).
Padrón, J. (2014). Epistemología enDVD: Qué es la Epistemología (p. 23). Venezuela: La Universidad del Zulia.
Talanquer, V. (2014). Razonamiento Pedagógico Específico sobre el Contenido ( RPEC ). Educación Química, 25(3), 391–397. https://doi.org/10.1016/S0187-893X(14)70554-3
Serrano, A. J. (2008). Estrategias y practicas cualitativas de Investigación social. Madrid: Pearson Educación S.A.
