¿Cuánto, cómo y qué observamos los docentes universitarios de Derecho? : volver la mirada hacia nosotros mismos
How much, how and what do we observe law professors? Look back ourselves.\nSUMMARY: Why and for what do we observe? The construction of a pedagogical knowledge from observation guides this presentation, which is in no way intends to describe theories but rather, starting from the day-to-day teaching...
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| Formato: | Artículo publishedVersion |
| Lenguaje: | Español |
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Universidad de Buenos Aires. Facultad de Derecho. Dirección Carrera y Formación Docente
2013
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| Acceso en línea: | http://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=cfdocente&cl=CL1&d=HWA_4486 http://repositoriouba.sisbi.uba.ar/gsdl/collect/cfdocente/index/assoc/HWA_4486.dir/4486.PDF |
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| Sumario: | How much, how and what do we observe law professors? Look back ourselves.\nSUMMARY: Why and for what do we observe? The construction of a pedagogical knowledge from observation guides this presentation, which is in no way intends to describe theories but rather, starting from the day-to-day teaching practices, aims to detect naturalizations, pause and reflect on them. This paper describes several usual situations already installed in the field of teaching at our School of Law, and beyond the hilarious side, the story asks: what do we see as teachers? OR, being more precise: What do we think to be looking at, what do we actually see and what are we losing in the process? Are we aware of the filter imposed at our observations by our own professional training? How do we articulate reflections on our observations? College education is an educational phenomenon as complex as that of any other instances,\nand one requiring us to sharpen our senses and to start trying new responses. It is necessary for us to understand that our perspective has to take this context into account, ranging from institutional to classroom matters, crossing the reality of teachers and students, that are present and condition the learning process. In spite of growing advances in Higher Education Didactics, resistance is still present at the time of acquiring new tools to allow us to understand the educational process in its full dimension, far beyond our "specialty". One of the goals of this presentation is to make us aware of the roles of observation, not only to reflect on general teaching practices, but to revise our own practices and to think them over. Quoting Poggi: "The goal of observation in learning situations is not a personalized clinical research, but the construction of a pedagogical knowledge from observation and beyond it". |
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