Investigación formativa: un proyecto de aula para la exploración, reconocimiento y valoración de expresiones culturales

Abstract

The present investigation arises around concerns related to the educational processes of the school, since according to the research carried out, in most cases, basic and secondary education institutions do not incorporate Formative Research processes in the classroom or when They do it, they do it in a limited way. Furthermore, the curricular plans do not privilege the study of cultural expressions that are present in the students' environments and that contribute significantly to the strengthening of cultural identity. The objective was the development of a Classroom Project as a didactic proposal, focused on Formative Research as a methodology and oriented towards the exploration, recognition and appreciation of the cultural expressions of the secondary education students of the Gimnasio Nicolás de Federmán school. For this investigation, two categories that mobilize the project are taken into account: Formative Research and Expressions of culture. These categories were taken as a reference for analysis, with reflection focused on the pedagogical implications. The investigation was carried out from a qualitative approach and using Educational Action Research as a methodological reference, which contributed to the qualification of the teaching task itself. The main results have to do with the enrichment in the construction of knowledge in the classroom, the recognition of the student as the protagonist of the pedagogical process, the strengthening of investigative skills and the importance and appreciation of the culture that the students achieved from this experience. The teacher's reflection-action process constituted a contribution that made it possible to strengthen the training processes based on experiences aimed at promoting the recognition of culture and promoting intercultural dialogue