La autonomía desde una perspectiva pedagógica en estudiantes de grado séptimo de dos instituciones educativas

Abstract

This research approaches as an essential issue, the relations in the teachers and students of seventh grade autonomy practice, based on their own conception and experience in the classrooms, analyzed from different educational institutions in their training. Autonomy is a subject that has allowed a variety of research articles and documents that face it as an aspect that must be strengthened through the teaching-learning process. This research focuses particularly on an ethical, pedagogical and pragmatic sense. For this reason, it is necessary to understand and give it the value that it has in the lives of those who educate and are educated. To approach this term in a pedagogical context implies to go in depth into hermeneutical keys and an ethnographic method that can explain a necessity of the practical reason (Kant), of the confrontation of the teacher with his/her true pedagogical sense as far as the formation of the freedom and Self-criticism (Freire) and especially from a pragmatic sense (Dewey) that understand in fact, the clearest evidence of the appropriation and experience of a concept. The investigative exercise led not only to the confrontation between the autonomy conceptions and the implementation in the same way, but also illuminates a conscious and critical analysis of the evident breach between themselves. As a result, it was possible to conclude that in the search for autonomy training, the pedagogical practice carried out in the worked contexts has reinforced the antagonistic element: heteronomy.