The Unavoidable Resizing of Pedagogical Practice at the Bolivarian University of Venezuela

Maria Josefa Gutierrez Gonzalez

doi:doi:10.11648/j.ijecs.20210606.16

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The Unavoidable Resizing of Pedagogical Practice at the Bolivarian University of Venezuela

Maria Josefa Gutierrez Gonzalez

Published in International Journal of Education, Culture and Society (Volume 6, Issue 6)

Received: 6 November 2021 Accepted: 6 December 2021 Published: 24 December 2021

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Abstract

Pedagogy as an educational science, focuses its study on the methods to develop the pedagogical act with the purpose of generating theory and programs that guide the educator towards the transformations that education requires to respond to the society that one wishes to build. In this conjuncture moment that the country is experiencing, the pedagogical actions of the university teacher have been questioned and debated by some authors in various settings and contexts In the university environment, a discourse oriented by educational and pedagogical currents tending to the reproduction and perpetuation of knowledge has been evidenced, tight when explaining, describing, and interpreting, as expressed by: Bonilla-Molina, Candelas, Damiani and Bolívar and Freire. The Bolivarian University of Venezuela (UBV) has not escaped from this context. Therefore we are located in this, as a research scenario with the intention of constructing theoretical-critical references on the pedagogical discourse of the educator, oriented towards an emancipatory praxis. Opting for the interpretive paradigm, since it emphasizes the understanding and interpretation of the pedagogical discourse from the meanings of the subjects involved, studying their beliefs, intentions, motivations, among others, not directly observable, nor susceptible to experimentation. For this, the necessary theorization oriented to the resizing of pedagogical praxis, towards emancipation, was relevant to us, in such a way that substantive theory was constructed, the central categories constructed, generated or emerging from the interpretation and understanding of the meanings emerged from the light of the categories and subcategories, after a long process called, selective coding. Likewise, the cogestive category is incorporated, referring to: Raising awareness, undertaking, contextualizing and constructing a counter-discourse as praxis and a praxis as counter-discourse.

Published in	International Journal of Education, Culture and Society (Volume 6, Issue 6)
DOI	10.11648/j.ijecs.20210606.16
Page(s)	227-231
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2021. Published by Science Publishing Group

Keywords

Speech, Emancipatory Praxis, Cogestive Praxis

References

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[2]	Basualdo, M., Bolaña, M. and Garcia, L. (2019) Experiences of popular education as a construction of emancipatory pedagogical praxis. 1st International Congress of Human Sciences-Humanities between past and future. School of Humanities, University of San Martin, General de San Martin. Buenos Aires, Argentina.
[3]	Candelas, M. (2014). An approach to Grounded Theory as a qualitative research method in Social Education. RES: Revista de Educación Social, (18), 1-16, e-ISSN: 1698-9007. Recovered from: https://dialnet.unirioja.es/servlet/articulo?codigo=6425031
[4]	Cianci, S. and Hernández, M. (2016). Emancipatory Pedagogical Approach of the Bolivarian University of Venezuela as Axis of University Transformation. Peer-reviewed journal of CIEG - Center for Research and Management Studies. Barquisimeto, Venezuela.
[5]	Damiani, L., & Bolívar, O. (comps.) (2007). Latin American Emancipatory Pedagogical Thought: For a Popular and Socialist University of the Venezuelan Revolution. 1st edition, ISBN: 978-980-6664-65-4. Caracas, Venezuela: Bolivarian University of Venezuela.
[6]	Freire, P. (2005). Pedagogy of the oppressed. 2^nd edition, ISBN 968-2 ~ 2589-7. Mexico: Siglo XXI Editores S. A. de C. V.
[7]	Lanz, R. (2012). University transformation: The Universities Intellectual Communities. Collection for the University Transformation. (Published in Collection for the University Transformation. 247-254 Ministry of Popular Power for University Education. Miranda International Center. Luis Bonilla Molina Compiler. Caracas Venezuela.
[8]	Lara, L. (2021), Pedagogical praxis: A reflection in the field of inclusive education. Sinopsis Educativa magazine, volume 21.1, January March. El Libertador-UPEL experimental Pedagogical University. Caracas Venezuela. https://www.aacademica.org/1.congreso.internacional.de.ciencias.hu
[9]	Melenge-Escudero, J. (2018), Education as political praxis and teacher training as a key to the formation of political subjects. Education in the XXI century. Notions and experiences of critical pedagogy and popular education. 57-80. San Salvador, El Salvador.
[10]	Orrego, J. (2018) the educational research of the XXI century. Education in the XXI century. Notions and experiences of critical pedagogy and popular education. 81-97. San Salvador, El Salvador.
[11]	Perez, J. Guerrero, R. Varon, V. and Barón, V. (2021) Transformation of the pedagogical practices of unlicensed professionals. Educare Magazine, Volume 25, No. 1, January-April. 174-200. Electronic version.
[12]	Piña, (2010). The Pedagogical praxis of Teacher Trainers. A statement of speeches. Research and Postgraduate v. 25 n. 2-3. Caracas Venezuela.
[13]	Ryynänen, S., & Nivala, E. (2017). Empowerment or Emancipation? interpretations from Finland and beyond. Social Pedagogy. Revista Interuniversitaria, (30), 35-49, e-ISSN: 1139-1723. Recovered from: https://www.redalyc.org/articulo.oa?id=135052204004
[14]	Salinas-Atausinchi, Y. and Huaman-Lucana, R. (2021) Critical Pedagogy: An emancipatory alternative in the neoliberal context. Innova Education Magazine. Vol. 3 No. 4 147-162. Cuzco, Peru.
[15]	Vargas, I. (2012). The University as an institution must be inclusive and democratic. (Published in Collection for the University Transformation. 35-38. Ministry of Popular Power for University Education. Miranda International Center. Luis Bonilla Molina Compiler. Caracas Venezuela.

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Maria Josefa Gutierrez Gonzalez. (2021). The Unavoidable Resizing of Pedagogical Practice at the Bolivarian University of Venezuela. International Journal of Education, Culture and Society, 6(6), 227-231. https://doi.org/10.11648/j.ijecs.20210606.16

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Maria Josefa Gutierrez Gonzalez. The Unavoidable Resizing of Pedagogical Practice at the Bolivarian University of Venezuela. Int. J. Educ. Cult. Soc. 2021, 6(6), 227-231. doi: 10.11648/j.ijecs.20210606.16

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AMA Style

Maria Josefa Gutierrez Gonzalez. The Unavoidable Resizing of Pedagogical Practice at the Bolivarian University of Venezuela. Int J Educ Cult Soc. 2021;6(6):227-231. doi: 10.11648/j.ijecs.20210606.16

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@article{10.11648/j.ijecs.20210606.16,
  author = {Maria Josefa Gutierrez Gonzalez},
  title = {The Unavoidable Resizing of Pedagogical Practice at the Bolivarian University of Venezuela},
  journal = {International Journal of Education, Culture and Society},
  volume = {6},
  number = {6},
  pages = {227-231},
  doi = {10.11648/j.ijecs.20210606.16},
  url = {https://doi.org/10.11648/j.ijecs.20210606.16},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijecs.20210606.16},
  abstract = {Pedagogy as an educational science, focuses its study on the methods to develop the pedagogical act with the purpose of generating theory and programs that guide the educator towards the transformations that education requires to respond to the society that one wishes to build. In this conjuncture moment that the country is experiencing, the pedagogical actions of the university teacher have been questioned and debated by some authors in various settings and contexts In the university environment, a discourse oriented by educational and pedagogical currents tending to the reproduction and perpetuation of knowledge has been evidenced, tight when explaining, describing, and interpreting, as expressed by: Bonilla-Molina, Candelas, Damiani and Bolívar and Freire. The Bolivarian University of Venezuela (UBV) has not escaped from this context. Therefore we are located in this, as a research scenario with the intention of constructing theoretical-critical references on the pedagogical discourse of the educator, oriented towards an emancipatory praxis. Opting for the interpretive paradigm, since it emphasizes the understanding and interpretation of the pedagogical discourse from the meanings of the subjects involved, studying their beliefs, intentions, motivations, among others, not directly observable, nor susceptible to experimentation. For this, the necessary theorization oriented to the resizing of pedagogical praxis, towards emancipation, was relevant to us, in such a way that substantive theory was constructed, the central categories constructed, generated or emerging from the interpretation and understanding of the meanings emerged from the light of the categories and subcategories, after a long process called, selective coding. Likewise, the cogestive category is incorporated, referring to: Raising awareness, undertaking, contextualizing and constructing a counter-discourse as praxis and a praxis as counter-discourse.},
 year = {2021}
}

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TY  - JOUR
T1  - The Unavoidable Resizing of Pedagogical Practice at the Bolivarian University of Venezuela
AU  - Maria Josefa Gutierrez Gonzalez
Y1  - 2021/12/24
PY  - 2021
N1  - https://doi.org/10.11648/j.ijecs.20210606.16
DO  - 10.11648/j.ijecs.20210606.16
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JO  - International Journal of Education, Culture and Society
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SN  - 2575-3363
UR  - https://doi.org/10.11648/j.ijecs.20210606.16
AB  - Pedagogy as an educational science, focuses its study on the methods to develop the pedagogical act with the purpose of generating theory and programs that guide the educator towards the transformations that education requires to respond to the society that one wishes to build. In this conjuncture moment that the country is experiencing, the pedagogical actions of the university teacher have been questioned and debated by some authors in various settings and contexts In the university environment, a discourse oriented by educational and pedagogical currents tending to the reproduction and perpetuation of knowledge has been evidenced, tight when explaining, describing, and interpreting, as expressed by: Bonilla-Molina, Candelas, Damiani and Bolívar and Freire. The Bolivarian University of Venezuela (UBV) has not escaped from this context. Therefore we are located in this, as a research scenario with the intention of constructing theoretical-critical references on the pedagogical discourse of the educator, oriented towards an emancipatory praxis. Opting for the interpretive paradigm, since it emphasizes the understanding and interpretation of the pedagogical discourse from the meanings of the subjects involved, studying their beliefs, intentions, motivations, among others, not directly observable, nor susceptible to experimentation. For this, the necessary theorization oriented to the resizing of pedagogical praxis, towards emancipation, was relevant to us, in such a way that substantive theory was constructed, the central categories constructed, generated or emerging from the interpretation and understanding of the meanings emerged from the light of the categories and subcategories, after a long process called, selective coding. Likewise, the cogestive category is incorporated, referring to: Raising awareness, undertaking, contextualizing and constructing a counter-discourse as praxis and a praxis as counter-discourse.
VL  - 6
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ER  -

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Author Information

Maria Josefa Gutierrez Gonzalez

Educational Science/Postgraduate Department, Latin American and Caribbean University, Pampatar, Venezuela

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APA Style

Maria Josefa Gutierrez Gonzalez. (2021). The Unavoidable Resizing of Pedagogical Practice at the Bolivarian University of Venezuela. International Journal of Education, Culture and Society, 6(6), 227-231. https://doi.org/10.11648/j.ijecs.20210606.16

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ACS Style

Maria Josefa Gutierrez Gonzalez. The Unavoidable Resizing of Pedagogical Practice at the Bolivarian University of Venezuela. Int. J. Educ. Cult. Soc. 2021, 6(6), 227-231. doi: 10.11648/j.ijecs.20210606.16

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AMA Style

Maria Josefa Gutierrez Gonzalez. The Unavoidable Resizing of Pedagogical Practice at the Bolivarian University of Venezuela. Int J Educ Cult Soc. 2021;6(6):227-231. doi: 10.11648/j.ijecs.20210606.16

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@article{10.11648/j.ijecs.20210606.16,
  author = {Maria Josefa Gutierrez Gonzalez},
  title = {The Unavoidable Resizing of Pedagogical Practice at the Bolivarian University of Venezuela},
  journal = {International Journal of Education, Culture and Society},
  volume = {6},
  number = {6},
  pages = {227-231},
  doi = {10.11648/j.ijecs.20210606.16},
  url = {https://doi.org/10.11648/j.ijecs.20210606.16},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijecs.20210606.16},
  abstract = {Pedagogy as an educational science, focuses its study on the methods to develop the pedagogical act with the purpose of generating theory and programs that guide the educator towards the transformations that education requires to respond to the society that one wishes to build. In this conjuncture moment that the country is experiencing, the pedagogical actions of the university teacher have been questioned and debated by some authors in various settings and contexts In the university environment, a discourse oriented by educational and pedagogical currents tending to the reproduction and perpetuation of knowledge has been evidenced, tight when explaining, describing, and interpreting, as expressed by: Bonilla-Molina, Candelas, Damiani and Bolívar and Freire. The Bolivarian University of Venezuela (UBV) has not escaped from this context. Therefore we are located in this, as a research scenario with the intention of constructing theoretical-critical references on the pedagogical discourse of the educator, oriented towards an emancipatory praxis. Opting for the interpretive paradigm, since it emphasizes the understanding and interpretation of the pedagogical discourse from the meanings of the subjects involved, studying their beliefs, intentions, motivations, among others, not directly observable, nor susceptible to experimentation. For this, the necessary theorization oriented to the resizing of pedagogical praxis, towards emancipation, was relevant to us, in such a way that substantive theory was constructed, the central categories constructed, generated or emerging from the interpretation and understanding of the meanings emerged from the light of the categories and subcategories, after a long process called, selective coding. Likewise, the cogestive category is incorporated, referring to: Raising awareness, undertaking, contextualizing and constructing a counter-discourse as praxis and a praxis as counter-discourse.},
 year = {2021}
}

Copy | Download

TY  - JOUR
T1  - The Unavoidable Resizing of Pedagogical Practice at the Bolivarian University of Venezuela
AU  - Maria Josefa Gutierrez Gonzalez
Y1  - 2021/12/24
PY  - 2021
N1  - https://doi.org/10.11648/j.ijecs.20210606.16
DO  - 10.11648/j.ijecs.20210606.16
T2  - International Journal of Education, Culture and Society
JF  - International Journal of Education, Culture and Society
JO  - International Journal of Education, Culture and Society
SP  - 227
EP  - 231
PB  - Science Publishing Group
SN  - 2575-3363
UR  - https://doi.org/10.11648/j.ijecs.20210606.16
AB  - Pedagogy as an educational science, focuses its study on the methods to develop the pedagogical act with the purpose of generating theory and programs that guide the educator towards the transformations that education requires to respond to the society that one wishes to build. In this conjuncture moment that the country is experiencing, the pedagogical actions of the university teacher have been questioned and debated by some authors in various settings and contexts In the university environment, a discourse oriented by educational and pedagogical currents tending to the reproduction and perpetuation of knowledge has been evidenced, tight when explaining, describing, and interpreting, as expressed by: Bonilla-Molina, Candelas, Damiani and Bolívar and Freire. The Bolivarian University of Venezuela (UBV) has not escaped from this context. Therefore we are located in this, as a research scenario with the intention of constructing theoretical-critical references on the pedagogical discourse of the educator, oriented towards an emancipatory praxis. Opting for the interpretive paradigm, since it emphasizes the understanding and interpretation of the pedagogical discourse from the meanings of the subjects involved, studying their beliefs, intentions, motivations, among others, not directly observable, nor susceptible to experimentation. For this, the necessary theorization oriented to the resizing of pedagogical praxis, towards emancipation, was relevant to us, in such a way that substantive theory was constructed, the central categories constructed, generated or emerging from the interpretation and understanding of the meanings emerged from the light of the categories and subcategories, after a long process called, selective coding. Likewise, the cogestive category is incorporated, referring to: Raising awareness, undertaking, contextualizing and constructing a counter-discourse as praxis and a praxis as counter-discourse.
VL  - 6
IS  - 6
ER  -

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