Prácticas Pedagógicas de los Docentes, en Zonas de Posacuerdo en Colombia

Abstract

The objective of the doctoral thesis is based on generating theoretical references that should be considered in the teacher training processes for the improvement of their pedagogical practice in the post-agreement areas. The development context is framed in the post-agreement zones in Colombia that emerged after the signing of the Peace Agreement. Under this perspective, the study is based on the interpretive paradigm, with a qualitative approach and supported by Grounded Theory; his technique and instruments of inquiry were participant observation and in-depth interviews. The findings help to understand the phenomena associated with the pedagogical practices of teachers (PPD) who carry out their professional work and allow the planning of strategies that promote motivation, critical thinking and their continuous training in the face of complex and uncertain scenarios. Hence, the final reflections are aimed at affirming that theoretical references are associated with the postulates of critical theory, where the transformation and emancipation of knowledge play a role in the professional training of the teacher in a post-agreement context.