AN EXPERIENCE TEACHING QUALITATIVE RESEARCH IN PSYCHOLOGY
The article addresses some of the transformations that have taken place in the didactic and pedagogical proposal of the course Qualitative Methodology from the BA in Psychology from Universidad de la República (Uruguay). The reflection and review processes that the interdisciplinary educational team...
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| Autores principales: | , , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Núcleo de Estudios e Investigaciones en Educación Superior del MERCOSUR
2021
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/integracionyconocimiento/article/view/31978 |
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| Sumario: | The article addresses some of the transformations that have taken place in the didactic and pedagogical proposal of the course Qualitative Methodology from the BA in Psychology from Universidad de la República (Uruguay). The reflection and review processes that the interdisciplinary educational team has been carrying out on the teaching proposal, have tried to articulate instruction and research. By discussing teaching practices, the team reconfigures classroom instruction, in a context of large student numbers typical of public universities with free access. This implies rethinking teaching practices in the classroom, in their situated reality. Permanent revision and analysis of such practices try to provide consistency and coherence between the principles and the characteristics of the theoretical and epistemological literature of qualitative research, with the instruction and evaluation devices. The reflection on the practice of teaching research problematizes the relationship of subjects with knowledge, teacher surprise with what happens, what emerges in the classroom. And from there on, in the classroom, we try to act in between the provocation to think, the promotion of reflection and the wish to investigate, the transmission of knowledge and the co-construction of knowledge. A between that does not limit teaching to a unique way of acting in the classroom from university teaching. The exchange points to the problematization and articulation of teaching and the qualitative look in research. |
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