Una educación para la vida: comprensiones críticas de la autonomía desde las estrategias pedagógicas y los procesos evaluativos en el programa de pregrado de psicología de la Universidad Santo Tomás, sede Bogotá.

Abstract

This degree work aims to comprehend the relationship between theory and practice about autonomy development through evaluation processes and pedagogical strategies, specifically in the undergraduate psychology program of the Santo Tomás University. For this, theoretical meanings were collected, categorized and analyzed via documentary analysis, that the results were examined through descriptive categories and subcategories. In the same way, the educational agents' perceptions were subjected to descriptive statistical analysis by an inquiry, building a mixed perspective research. Finally, perceived practices and theoretical methods were confronted from a critical view, identifying convergences and divergences. The conclusions show that autonomy’s development is hampered by the lack of theoretical deepening and perceived practices around self-assessment and co-assessment. Furthermore, gaps have been identified regarding moral autonomy and the theoretical corpus built around it. Finally, it is recommended that consideration be given to concepts and visibility of self-assessment and co-evaluation practices.