Mediación pedagógica virtual de las prácticas profesionales en la modalidad blended learning. Una aproximación fenomenológica

Abstract

The university transformation in relation to pedagogical mediation in virtual environments is a step to adopt new forms of teaching, moving from traditional models to models where roles are shared, the student assumes greater responsibility for their learning as an active entity in sociocultural interactions in spaces generated by ICTs, in favor of the social construction of knowledge. In this sense, the research interest is to generate a theoretical corpus referring to the Virtual Pedagogical Mediation of Professional Practices in the b-learning Modality called Interactive Dialogic Learning (ADI) of the National Experimental University "Francisco de Miranda" (UNEFM) from the experience lived by teachers assigned to that area. Virtual Pedagogical Mediation and Professional Practices are assumed, in this journey, as social constructions, given their complex and diverse nature. The research is situated in an interpretive/comprehensive ontological perspective of a dialectical nature, according to which reality is apprehended, not only phenomenologically, due to the interpretative frame of reference of each subject in its interrelation with the object of knowledge, but through intersubjective dialogue. among various social actors. The phenomenological epistemological approach is assumed, consequently Gadamer's Philosophical Hermeneutics (1999) was used. For understanding, the fundamental concepts of Gadamerian hermeneutics (tradition, prejudices, horizon, temporality and historicity) were used. As a method, the Hermeneutic Circle was applied, allowing the interpretive task to be carried out. As an Instrument, the in-depth interview was applied to 5 professors assigned to ADI. The interpretative findings reveal the following descriptive categories of the phenomenon: Educational Innovation, Hybrid Teacher, Permanent Technological- pedagogical Training, Educational Virtualization, Design and Management of Virtual Educational Scenarios and Resistance to Change. A theoretical construct was generated from five propositions and recommendations were made to guide future studies.