SciELO - Scientific Electronic Library Online

 
vol.16 número2Representación escolarizada de la evaluación: Un aprendizaje social profesionalPrácticas evaluativas en tres cursos de educación física en Sudamérica índice de autoresíndice de assuntospesquisa de artigos
Home Pagelista alfabética de periódicos  

Serviços Personalizados

Journal

Artigo

Indicadores

Links relacionados

  • Não possue artigos similaresSimilares em SciELO

Compartilhar


ALTERIDAD.Revista de Educación

versão On-line ISSN 1390-8642versão impressa ISSN 1390-325X

Resumo

NANCLARES, Rubén  e  TOBON-MARULANDA, Ángela. Collaborative curriculum feedback: Characterizing the resonances of student experiences. Alteridad [online]. 2021, vol.16, n.2, pp.198-210. ISSN 1390-8642.  https://doi.org/10.17163/alt.v16n2.2021.03.

Universities as institutions of knowledge, must have methodological proposals of a pedagogical type that allow them to update the curriculum, although each institution adopts models that allow them to achieve this objective, one of the weaknesses is active participation of the students; This study reflects on the value of student experiences and their implications for the qualification of training processes in university education. The work is based on the qualitative paradigm from a phenomenological approach; Ethnomethodology and ethno-research-training are used. For the generation of the information, the field diary and focus groups dynamized by collaborative activities are used, and the analysis is made of a thematic and contrastive category. In the exercise of characterizing the learning experiences that we call resonances, it is found that the collaborative feedback of the curriculum allows us to identify many resonances that normally remain in the opacity, that is, they are not taken into account and that are treated as epiphenomena of the training process. In this work we consider the value and capacity for alterity of the learning experiences, which are conceived as curriculative actors, that is, co-authors of the training experiences, who have knowledge that can be used to adjust the proposals of the curricular components, improving the quality of teaching, learning, pedagogical practice and qualification of the curriculum.

Palavras-chave : Curriculum acts; collaboration; university education; learning experience; training; feedback.

        · resumo em Espanhol     · texto em Espanhol     · Espanhol ( pdf )