Competencias Docentes: De La Práctica Reflexiva Al Cambio Del Habitus Académico
DOI:
https://doi.org/10.37646/xihmai.v3i6.137Abstract
RESUMEN
En la ponencia se analizan las competencias docentes desde la mirada teórica de
Phillippe Perrenoud, quien comparte con Pierre Bourdieu, la explicación proposi- cional de lo social y lo educativo. El trabajo está dividido en tres apartados: en el primero, presentamos el significado de la acción social; en el segundo, la práctica educativa como campo reproductor de significados; y en el tercero, la práctica reflexiva como base del desarrollo de las competencias docentes. Para concluir se integra un conjunto de reflexiones que pretenden ubicar uno de los puntos críticos relacionados con el tema, esto es la modificación del habitus del homo academicus.
ABSTRAT
In the conference, educational competences are analyzed from the theoretical
glance of Phillippe Perrenoud, who shares with Pierre Bourdieu, the propositional explanation of the social and the educational. The paper is divided into three sections: in the first, we presented the meaning of social action; in the second, the educational practice as reproductive field of meanings; and in the third sec- tion, the reflective practice as base of the development of the educational compe- tences. In conclusion, a set of reflections is integrated which try to locate one of the critical points related to the topic, this is the modification of habitus of homo academicus
* Candidata a Doctora en Ciencias Sociales, con especialidad en Educación y Sociedad por la UAM-Xochimilco. Maestra en Investigación y Desarrollo de la Educación por la Univer- sidad Iberoamericana. Licenciada en Pedagogía por la Universidad Pedagógica Nacional. Ha sido docente en licenciaturas, diplomados y maestrías en diferentes instituciones de educación superior en México. ad0 2037@ulsa.mx
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