Territorios epistémicos y práctica pedagógica en las licenciaturas de Biología y Ciencias Sociales de la Universidad Distrital Francisco José de Caldas

Abstract

The research is based on an interpretative perspective of an ethnographic nature, which according to Hammersley and Atkinson (1994) allows to participate in the usual dynamics of the school scene, in which the pedagogical practice is developed by teachers in initial biology and social sciences training. To this end, the spatial and cognitive analogy of epistemic territories is established (De Sousa 2009b, 2011; Nates 2011; Rodríguez 2015), which seeks to understand the intersection between knowledge and actions about the pedagogical practice that takes place in these territories and their relationship with the knowledge and professional work of future graduates.