Practices that Hinder the Processes of Didactic Transposition in Schools Sitters Vulnerable Contexts: Challenges for a Didactic Transposition Contextualized

This article presents the following objective: Analyze the practices that hinder the processes of didactic transposition that teachers develop in the classroom in schools located in vulnerable contexts of the commune of Curacautin de la Araucania. For this posed a descriptive qualitative design based on grounded theory and method constant comparative. The study subjects were 28 teachers of rural schools. The data collection techniques were ethnographic observation and semi-structured interviews. Study results indicate that among the practices impeding the didactic transposition rigid planning models teaching are evident, the teaching strategy that is imposed on the process of classroom teaching is expository class that focuses on teaching, with a focus on the vertical. At the same time, a weak management of the disciplinary and pedagogical domain of the content is visualized. The evaluation process does not focus on continuity, and on improving the learning process. In addition, lack of pedagogical leadership is displayed. Therefore it is concluded that the processes of didactic transposition have a behavioral orientation and decontextualized. In this regard, teachers are expected to break with the traditional way of teaching to facilitate the processes of didactic transposition based on contextualized strategies and teaching resources to improve the teaching-learning, and thus provoke social transformations in contexts of vulnerable.

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