Educational research and the social fact as a phenomenon
Starting from the premise that Research in Education is a generic
research study related to society, be it educational research or research on
education, where the approach is macro and has as object of study to
education, the proposal to develop reflexive actions within of a seminar with a
social focus falls within what is called "educational research", where the
teaching and learning process is aimed at. Educational research is framed in
the educational process, where the focus is on: pedagogical practice, teaching
practices, implications on learning, study plans, forms of evaluation, forms of
communication and interaction in the classroom, pedagogical styles of
teachers, teaching methods, learning styles, proposals to improve academic
results (Restrepo, Cubides, and Morales, 2012).
Paraphrasing the positions of Jara (2006): about the systematization of
experiences I dare to point out that while in the usual exercise of teaching work
knowledge about transmission is not usually filtered in the case of teacher
training is its central objective, since that it is around knowing about teaching
and teaching work that the training processes are structured. In this way, the
content of the training system is suggested as the production of knowledge
about teaching, about teaching work and about training.
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Editorial
position for the creation of new socio-binding views of the phenomenological
fact, from the reflection, which will then allow them to transform the context
under a critical gaze.
In these spaces, the formation of hermeneutical reflective cycles is
proposed, which consists of inserting oneself into a space of knowledge where
the teacher and Social Researcher plays a leading role and can produce a
didactic production that is integrated into a thematic unit that makes him feel at
the stage of the community where information is collected through
ethnographic studies, because living together gives meaning to the language
through the interpretation of linguistic codes, as pointed out by Echeverría
(2008): in the iconographic spaces of systematization of knowledge, dialogues
and experiences are developed, constituted by those social spaces where it is
possible to recognize educational processes and production of meanings, and
the learning that takes place in contexts in which there is an educational
intention through the planning of a pedagogical proposal based on the
experiences of teaching-learning happen outside of the field of schooling.