Discurso pedagógico, una mirada hacia la construcción del conocimiento desde la praxis

Abstract

The work, Arose with the purpose of describing the pedagogical discourse used by teachers, to promote meaningful learning in students, according to what is indicated by the educational paradigms of the post-modern era. It was necessary to clarify that the discourse, in a particular sense for this investigation, was considered as a set of oral messages, with constant union with the non-verbal and para-verbal currents of communication; understood as a paradigmatic environment, Due to its content and intention, it was considered attached to the line of research called: Critical Pedagogy defined as an emancipatory approach to training to understand and solve problems related to pedagogical practice, through research, reflection criticism and awareness aimed at transforming praxis. Thus understood and considering that the study had a humanist character because it focused on the human being as the main actor, this research was carried out following the orientation of the qualitative approach, in light of the Interpretive paradigm, type of field of descriptive level. The method followed was ethnographic. Three teachers from the institution were selected as key informants. The information collection process was supported by a bibliographic review, the technique was the interview, the interview script was the instrument, the information was presented in categorization matrices and structures. It was triangulated by informants. The findings converge that the school continues to be governed by the traditional model where the pedagogical discourse continues to be the transfer of knowledge from the teacher to the students, authoritarian and vertical. What led to reflection, the teacher, from his doing, must assume a true, significant and transcendental role in his cognitive development, promoting a change of attitude, to favor educational practice.