Particularidades del proceso enseñanza y aprendizaje en la educación informal de adultos microempresarios
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Date
2025-06-12
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Publisher
Corporación Universitaria Minuto de Dios - UNIMINUTO
Type
Tesis de Maestría
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Acceso Restringido - http://purl.org/coar/access_right/c_16ec
Abstract
Esta investigación-acción participativa, desarrollada con adultos microempresarios acompañados por la Corporación Interactuar en Antioquia (Colombia), tuvo como propósito comprender las particularidades pedagógicas del proceso de enseñanza y aprendizaje en la educación informal para formular recomendaciones que contribuyan al rediseño de ofertas formativas más pertinentes, inclusivas y eficaces. A partir de un enfoque cualitativo y mediante el uso de entrevistas, grupos focales, encuestas y observación participante, se recolectó y analizó información utilizando los principios de la teoría fundamentada y el software ATLAS.ti. Los hallazgos evidencian que los adultos microempresarios aprenden de manera más efectiva cuando las metodologías formativas son situadas, participativas y basadas en la experiencia práctica, lo que les permite conectar los contenidos con su realidad cotidiana y resolver problemas concretos del negocio. Asimismo, se identificaron barreras estructurales, metodológicas y tecnológicas, como la rigidez horaria, la brecha digital y la falta de contenidos adaptados al nivel educativo y al sector económico que limitan su acceso y permanencia en los procesos formativos. Entre las principales conclusiones se destaca, en primer lugar, que el aprendizaje significativo ocurre cuando se parte del saber empírico del empresario y se promueve la transferencia directa al negocio. En segundo lugar, se requiere segmentar las ofertas educativas según el sector productivo, nivel formativo y condiciones territoriales para garantizar pertinencia y aplicabilidad. Finalmente, el rol del educador es decisivo: los formadores más efectivos son aquellos que combinan experticia técnica con enfoque andragógico, empatía y capacidad para facilitar procesos de aprendizaje horizontales y colaborativos.
This participatory action research, conducted with adult microentrepreneurs supported by the Corporación Interactuar in Antioquia (Colombia), aimed to understand the pedagogical particularities of the teaching and learning process in informal education in order to formulate recommendations that contribute to the redesign of training programs that are more relevant, inclusive, and effective. Based on a qualitative approach and using interviews, focus groups, surveys, and participant observation, data were collected and analyzed following the principles of grounded theory, supported by the ATLAS.ti software. The findings show that adult microentrepreneurs learn more effectively when educational methodologies are situated, participatory, and grounded in practical experience, allowing them to connect content with their daily business realities and solve concrete problems. In addition, structural, methodological, and technological barriers were identified—such as rigid schedules, digital gaps, and the lack of content adapted to educational levels and economic sectors—which hinder their access to and continuity in training processes. Among the main conclusions, it is highlighted that meaningful learning occurs when training builds on the entrepreneur’s empirical knowledge and promotes direct transfer to their business practice. Second, educational offerings must be segmented by productive sector, educational level, and territorial conditions to ensure relevance and applicability. Finally, the educator’s role is decisive: the most effective trainers are those who combine technical expertise with an andragogical approach, empathy, and the ability to facilitate horizontal and collaborative learning processes.
This participatory action research, conducted with adult microentrepreneurs supported by the Corporación Interactuar in Antioquia (Colombia), aimed to understand the pedagogical particularities of the teaching and learning process in informal education in order to formulate recommendations that contribute to the redesign of training programs that are more relevant, inclusive, and effective. Based on a qualitative approach and using interviews, focus groups, surveys, and participant observation, data were collected and analyzed following the principles of grounded theory, supported by the ATLAS.ti software. The findings show that adult microentrepreneurs learn more effectively when educational methodologies are situated, participatory, and grounded in practical experience, allowing them to connect content with their daily business realities and solve concrete problems. In addition, structural, methodological, and technological barriers were identified—such as rigid schedules, digital gaps, and the lack of content adapted to educational levels and economic sectors—which hinder their access to and continuity in training processes. Among the main conclusions, it is highlighted that meaningful learning occurs when training builds on the entrepreneur’s empirical knowledge and promotes direct transfer to their business practice. Second, educational offerings must be segmented by productive sector, educational level, and territorial conditions to ensure relevance and applicability. Finally, the educator’s role is decisive: the most effective trainers are those who combine technical expertise with an andragogical approach, empathy, and the ability to facilitate horizontal and collaborative learning processes.
Description
Proponer recomendaciones para mejorar el diseño e implementación de las ofertas de educación informal de adultos microempresarios de la Corporación Interactuar en Antioquia.
Keywords
Informal education, adult microentrepreneurs, experiential learning, pedagogical practices, educational barriers, Educación informal, adultos microempresarios, aprendizaje experiencial, prácticas pedagógicas, barreras formativas