Caracterización del modelo de pedagogías críticas desde la gestión académica en el Colegio Pablo Neruda IED jornada tarde

Abstract

The pedagogical model adopted in an educational institution requires establishing teacher qualification events for its implementation; For this reason, it is relevant for the theory and practice of academic management, to design strategies or methodologies to carry out comprehensive approaches that are able to characterize the state of an educational institution around its pedagogical model, in order to make the suitable decisions in terms of qualification, especially when critical pedagogies are considered. Under a case study design, a characterization was made requiring an elaborating comprehension taking into account the official documentary dimension of the school, the perceptions and points of view of teachers and directives. Although the documentation found shows a construction process around the critical pedagogies model, favoring the existence of elements and foundations that make it possible to carry out this model in classroom practices, a marked general lack of knowledge of the process carried out was found. Therefore, a teacher qualification is required, which includes direct elements (conceptual foundation of the pedagogical model, institutional horizon present in all institutional actions, reflective and genuine participation of teachers, and formation of learning communities) combined with indirect elements (actions autonomous / self-managed, permanent induction processes, monitoring, processes assessment, and memory and recognition) under the principle of the teacher / school manager as an intellectual.