El cambio social en las prácticas pedagógicas implementadas por profesores de programas de Comunicación Social - Periodismo en Bogotá DC.
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Date
2023-10
Authors
Rivas Zurita, Jorge Luis Yanastacy
Advisors
Campuzano Rodríguez, Catalina
Editors
Journal Title
Journal ISSN
Volume Title
Publisher
Corporación Universitaria Minuto de Dios
Type
Thesis
Rights
Atribución-NoComercial-SinDerivadas 2.5 Colombia
Abstract
En el contexto de la educación universitaria en Colombia la práctica pedagógica se vale
de diferentes estrategias y recursos que se relacionan con la apropiación de metodologías,
mecanismos o actividades en las que el profesor gestiona el conocimiento y aprendizaje hacia
sus estudiantes. Asumiendo esa realidad en el contexto de la enseñanza de la Comunicación
Social y el Periodismo en este país, objeto de estudio clave para esta investigación, se ha
revisado lo que algunos autores muestran como actitudes impuestas y otras recomendadas
bajo ciertas filosofías para la gestión de prácticas pedagógicas que promuevan actitudes de
cambio social. Es por ello que, esta investigación de enfoque cualitativo contempla un análisis a
partir de entrevistas realizadas a nueve profesores de universidades con sede en Bogotá DC.,
que ofertan el programa Comunicación Social Periodismo, teniendo en cuenta varias categorías
que se relacionaron con la educación y el cambio social. De acuerdo con la apreciación de
autores como Freire, P. (1968) en Pedagogía del oprimido en la que describen la existencia de
prácticas que sitúan al profesor como anclado, oprimido o encerrado en el marco de una visión,
probablemente convencido de que es la única, correcta o la que debe imponer a sus
estudiantes, surge una reflexión, un llamado a la liberación de ambos.
In the context of university education in Colombia, pedagogical practice uses different strategies and resources that are related to the appropriation of methodologies, mechanisms or activities in which the teacher manages knowledge and learning towards his students. Assuming this reality in the context of teaching Social Communication and Journalism in this country, a key study object for this research, we have reviewed what some authors show as imposed attitudes and others recommended under certain philosophies for the management of practices. pedagogical that promote attitudes of social change. For this reason, this research with a qualitative approach contemplates an analysis based on interviews with nine professors from universities based in Bogotá DC, which offer the Social Communication Journalism program, taking into account various categories that are related to education and social change. In accordance with the appreciation of authors such as Freire, P. (1968) in Pedagogy of the oppressed in which he describes the existence of practices that place the teacher as anchored, oppressed or enclosed within the framework of a vision, probably convinced that it is the Unique, correct or the one that must be imposed on his students, a reflection arises, a call for the liberation of both
In the context of university education in Colombia, pedagogical practice uses different strategies and resources that are related to the appropriation of methodologies, mechanisms or activities in which the teacher manages knowledge and learning towards his students. Assuming this reality in the context of teaching Social Communication and Journalism in this country, a key study object for this research, we have reviewed what some authors show as imposed attitudes and others recommended under certain philosophies for the management of practices. pedagogical that promote attitudes of social change. For this reason, this research with a qualitative approach contemplates an analysis based on interviews with nine professors from universities based in Bogotá DC, which offer the Social Communication Journalism program, taking into account various categories that are related to education and social change. In accordance with the appreciation of authors such as Freire, P. (1968) in Pedagogy of the oppressed in which he describes the existence of practices that place the teacher as anchored, oppressed or enclosed within the framework of a vision, probably convinced that it is the Unique, correct or the one that must be imposed on his students, a reflection arises, a call for the liberation of both
Description
Analizar las prácticas pedagógicas implementadas en programas de Comunicación
Social Periodismo en Bogotá DC y los aportes de sus profesores para la promoción de
actitudes de cambio social en los estudiantes
Keywords
Comunicación, Cambio Social, Periodismo, Prácticas Pedagógicas, Communication, Social Change, Journalism