Dominar el Aprender o Desempeñar el Promover: ¿Una DIsyuntiva en las Realidades Escolares de los Colegios Cofrem?

Abstract

The thesis defended in this research study is framed in contributing some ideas to the current debate, which is generated in the field of education, with the learning process, when a pedagogy based on passing predominates, to the detriment of an authentic learning. It becomes a constant, in response to the demands of classroom moments, the approach of learning for performance, represented in that eagerness to comply with the school prerequisites to pass, proscribing learning for mastery, which are guarantors of learning from the classroom, to develop in the various scenarios of daily life. In this sense, as a reference of orientation of the study, questions arise such as: Why does the dilemma arise between learning and promoting, on the part of the participants of the learning process?, How is the result of learning by mastery and performance evidenced in classroom practices at the level of basic and secondary education?, What representations and practices does the teacher ponder on education based on mastery by learning and performance orientation by passing?, What sine qua non conditions lead to learning by mastery or performance?, What motivates the different actors of the learning process to prefer certain strategies and resist others? With the results of the research, it is expected to contribute to the reflection and awareness of the subjects in the face of the reality of learning by mastery and performance, in the search for the modification of their position towards their actions, in which a judicious, disciplined and responsible exercise is conceived for the change of the paradigm of studying for the sake of passing, for learning to build and transcend their project of school life. This research proposal is based on theoretical considerations and empirical findings.