Tendencia institucional en la formación docente: una mirada a las prácticas pedagógicas en las licenciaturas de educación básica. VUAD

Abstract

The practical pedagogical categories, teacher training, teaching, political conception of pedagogy, language conception and school institution, in correspondence with the data obtained from the conceptual tracking and the information contained in the very development of the pedagogical practices guided by the curriculum of The Bachelor in Basic Education with an emphasis in Humanities and Spanish Language / Faculty of Education / University Santo Tomás Vice-Chancellorship Open University and Distance, leads us to point out that the conceptual theoretical analysis is given on the discursive and instrumental elements that sustain the pedagogical practice in the university, a practical situation that demonstrates that there are two points of view, one particular that of the university and one universal or general that of the Colombian state, which is expected to correspond to the specific disciplinary and pedagogical fields, where didactics is understood as the space in which the pro The teaching and learning process appeals to the methods, but these methods respond to theoretical and conceptual disciplinary and pedagogical points of view that define them, under the condition of accepting that the current and next world, in twenty, thirty or forty years it will not be the same one we attend today; If that is the case, it is pertinent to question the teacher's training and its social function and ask the university for the sense that is proposed in the adjustments and the advances of this research project, which puts into question the formation of the teacher and the role of the pedagogical practice in terms of specifying what is the institutional trend in the decades of the 90s and 2000, in the current teacher training of the faculty of education in the bachelor's degree in basic education with emphasis in humanities and Spanish language about the teaching of the language area in the classroom? and what is the place, position and function of pedagogical practices in such training?