Las ciencias experimentales como escenario de participación democrática dentro del aula de clase

Abstract

This research work was carried out to characterize evidence of democratic participation in a Chemistry course of the bachelor's degree program in chemistry at the Francisco José de Caldas District University, for this the perspectives of a teacher of the program and the students were compared, observing the dynamics class to contrast the results obtained on evidence of democratic participation in a classroom with theoretical references of inclusive education and under the common educational proposal proposed by UNESCO. The results indicate that sometimes the democratic participation of students is recognized, which directs the educational process towards a humanistic approach, evidenced in the comparison of the three perspectives of analysis investigated, the teacher's vision of his class dynamics focused on the common good, in the democratic and respectful participation of students, respecting their rights and human dignity. The observation of the class that at some moments objects to the broad meaning of the concept of democracy and the approach desired by its teacher, and finally the perspective of the protagonist of the educational process, the student, who based his experience and position on respect and value to their human dignity and their learning process during the course and during their stay at the university.