Experiencias reflexivas y formadoras en el ejercicio docente en matemáticas
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Mayor Cárdenas, Edgar
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Se elaboró un ENSAYO para dar cuenta de las experiencias docentes del autor en la enseñanza de la matemática durante algunos años de su quehacer de maestro, mediante la estrategia metodológica de la Sistematización de Experiencias Significativas, en el enfoque propuesto por la Profesora Beatriz Borjas en Venezuela. En él se abordó la reflexión argumentada e iluminada por las disciplinas pedagógica y didáctica, sobre temáticas como: efectos de la formación escolar primaria del autor; lo operativo y sus consecuencias en la enseñanza de las matemáticas; la posibilidad de relación patológica profesor-estudiante; los exámenes como rito doloroso; la diferencia en el manejo de códigos (restringidos o elaborados, según Bernstein) por los estudiantes a su ingreso a la escuela; la remitencia a la queja de Kant sobre la necesidad del uso del propio entendimiento sin necesidad de conducción ajena, y el encuentro del autor con Howard Gardner y sus aportes sobre las inteligencias múltiples. Como resultado de este proceso critico argumentativo, el autor propone a los maestros ejes temáticos de discusión y reflexión con miras a pensar sobre su quehacer con la finalidad de mejorar el proceso formativo en la escuela.
//Abstract: An essay was developed to account for the educational experiences of the author in the teaching of mathematics during long years of his work in teaching, through the systematization of experiences significant methodological strategy, the approach proposed by the Professor Beatriz Borjas in Venezuela. He addressed the reflection argued and illuminated by the pedagogical and didactic disciplines, on topics such as:effects of primary school education of the author; the operating and their implications in the teaching of mathematics; the possibility of pathologic teacher-student relationship; examinations as painful rite; the difference in handling code (restricted or elaborated, according to Bernstein) students joining the school; the remitencia to the complaint of Kant on the need for the use of the understanding itself without outside driving, and the meeting of the author with Howard Gardner and input on multiple intelligences.As result of this critical and argumentativeprocess, the author proposes topics for discussion and reflection teachers to think about their work with the aim of improving the training process at the school.
//Abstract: An essay was developed to account for the educational experiences of the author in the teaching of mathematics during long years of his work in teaching, through the systematization of experiences significant methodological strategy, the approach proposed by the Professor Beatriz Borjas in Venezuela. He addressed the reflection argued and illuminated by the pedagogical and didactic disciplines, on topics such as:effects of primary school education of the author; the operating and their implications in the teaching of mathematics; the possibility of pathologic teacher-student relationship; examinations as painful rite; the difference in handling code (restricted or elaborated, according to Bernstein) students joining the school; the remitencia to the complaint of Kant on the need for the use of the understanding itself without outside driving, and the meeting of the author with Howard Gardner and input on multiple intelligences.As result of this critical and argumentativeprocess, the author proposes topics for discussion and reflection teachers to think about their work with the aim of improving the training process at the school.