La autonomía en la praxis pedagógica

Abstract

This article shows a theoretical review about autonomy in pedagogical praxis. In this sense, a documentary-type investigation is carried out that addresses the role of the teacher and autonomy in the different actions and functions performed in the classroom. For this, different documents were investigated having as a frame of reference the history of pedagogical praxis where the following categories of study were located: role of the teacher, pedagogical praxis and autonomy, all of these categories served to understand how autonomy was assumed in the teacher's praxis, understanding that although it responds to the educational objectives of each grade and academic level, the knowledge from the teaching work must also be considered through which the learning objectives, contents and topics to be addressed were defined. develop, including their order, the evaluation of learning, the strategies and the time to be invested. As part of the reflections, it can be mentioned that autonomy in pedagogical praxis is directly linked to the quality of education, through which the strengths and needs of the environment are recognized, which bring with them continuous improvements in the training process, which in turn impacts the educational institution, teachers and students.