IN-CONEXION: Educación artística extracurricular, un teatro desde la pedagogía dialogante
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Date
2024-10
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Corporación Universitaria Minuto de Dios – UNIMINUTO
Type
Sistematización de Experiencias
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Acceso Abierto - http://purl.org/coar/access_right/c_abf2
Abstract
La sistematización es, como afirma Castro (2016) como se citó en Kisnerman (1997): “un procedimiento y conjunto de operaciones que ordena describe, articula y recupera el desarrollo de una experiencia práctica, conectando los datos empíricos que en ella se obtienen con una determinada teoría” (p. 22). Conforme a ello, se recopiló información con el objetivo de generar conocimiento a través de la propuesta, es decir, desde el ejercicio escénico teatral como lenguaje de la educación artística en actividades extracurriculares que generó espacio para la formación de la comunidad en otro ámbito de la educación, en ese sentido, se compiló los datos de la práctica III que implicó documentar detalladamente la experiencia pedagógica, incluyendo metas, actividades, desafíos y logros.
En este contexto, la sistematización se basó en un análisis crítico de las experiencias, comprendiendo a fondo las dinámicas y resultados, así como identificar los factores sociales que influyeron en la ejecución de la propuesta educativa. Para ello, se involucró activamente a actores y estudiantes beneficiarios de la comunidad que ya venían desarrollando actividades formativas. Esta participación permitió reconocer perspectivas y opiniones concluyentes para lograr una comprensión de las experiencias que incluyó acciones participativas efectivas como la implementación de una metodología pedagogía dialogante, al mismo tiempo, destacó la importancia del aprovechamiento de los espacios del centro cultural como parte integral de este proceso.
Este resultado como herramienta es importante que se conozca, porque permite aprender sobre la experiencia al analizar y reflexionar sobre la implementación de una didáctica efectiva en la enseñanza de las artes. Además, como resultado, este proceso de sistematización demostró ser efectivo y su éxito potencial en otros contextos puede contribuir significativamente a mejorar la calidad de la educación y las actividades artísticas y culturales.
Systematization is, as stated by Castro (2016) quoting Kisnerman (1997) "a procedure and set of operations that orders, describes, articulates and recovers the development of a practical experience, connecting the empirical data obtained therein with a certain theory" (p. 22). Accordingly, information was collected with the objective of generating knowledge through the proposal, that is, from the theatrical scenic exercise as a language of artistic education in extracurricular activities that generated space for the formation of the community in another field of education, in that sense, the data of practice III was.compiled, which implied documenting in detail the pedagogical experience, including goals, activities, challenges and achievements. In this context, the systematization was based on a critical analysis of the experiences, understanding in depth the dynamics and results, as well as identifying the social factors that influenced the implementation of the educational proposal. To this end, stakeholders and beneficiary students from the community who had already been developing training activities were actively involved. This participation allowed to recognize perspectives and conclusive opinions to achieve an understanding of the experiences that included effective participatory actions such as the implementation of a dialogic pedagogy methodology, at the same time, it highlighted the importance of taking advantage of the spaces of the cultural center as an integral part of this process. This result is an important tool as it has allowed them to learn from their experiences in analyzing and reflecting on the implementation of effective didactics in arts education. Moreover, as a result, this systematization process proved to be effective and its potential success in other contexts can contribute significantly to improving the quality of education and artistic and cultural activities.
Systematization is, as stated by Castro (2016) quoting Kisnerman (1997) "a procedure and set of operations that orders, describes, articulates and recovers the development of a practical experience, connecting the empirical data obtained therein with a certain theory" (p. 22). Accordingly, information was collected with the objective of generating knowledge through the proposal, that is, from the theatrical scenic exercise as a language of artistic education in extracurricular activities that generated space for the formation of the community in another field of education, in that sense, the data of practice III was.compiled, which implied documenting in detail the pedagogical experience, including goals, activities, challenges and achievements. In this context, the systematization was based on a critical analysis of the experiences, understanding in depth the dynamics and results, as well as identifying the social factors that influenced the implementation of the educational proposal. To this end, stakeholders and beneficiary students from the community who had already been developing training activities were actively involved. This participation allowed to recognize perspectives and conclusive opinions to achieve an understanding of the experiences that included effective participatory actions such as the implementation of a dialogic pedagogy methodology, at the same time, it highlighted the importance of taking advantage of the spaces of the cultural center as an integral part of this process. This result is an important tool as it has allowed them to learn from their experiences in analyzing and reflecting on the implementation of effective didactics in arts education. Moreover, as a result, this systematization process proved to be effective and its potential success in other contexts can contribute significantly to improving the quality of education and artistic and cultural activities.
Description
Sistematizar la experiencia pedagógica en la estrategia extracurricular, para fortalecer los espacios de formación desde una pedagogía dialogante para el taller de teatro con jóvenes y adultos del centro cultural Enrique Uribe White en el municipio de Tuluá Valle
Keywords
Educación, Educación artística, Actividades, Extracurriculares, Pedagogía dialogante, Actividades Extracurriculares, Pedagogía dialogante, Educación, Educación artística