Keywords: education; learning; higher education.
Date Received: 16-03-2018
Date Acceptance: 09-04-2018
17
Editorial
transversal educational axes of being and coexisting, with emphasis on the
axiology and values that should prevail in an educator in these times. For this
dimension, cultural facts, values, subjectivities, beliefs and emotions are taken
into account, that is, feeling plays an important role in systematization. This
dimension is highlighted when working together with the students with the
autobiography, the profile as a teacher, the projection for the future, and how it
is considered that the professional role should be.
Likewise, it focuses on the methodological dimension, given that it is
through methodological tools, techniques and instruments linked to qualitative
methodology that critical reconstruction of learning by experience is carried out.
This allows strengthening their methodological knowledge linked to the
educational transversal axis of doing.
Likewise, it points to the epistemological dimension, where the
production of knowledge is located, which emerges from experience, based on
the approach of the educational transversal axis "knowing", linked to the critical
construction of new categories of analysis, starting from the contexts and daily
life around the systematized experience.
And last but not least, it emphasizes the political dimension, which it
considers highly relevant for the systematization work, since it allows to
problematize for what and for whom we systematize the experience. It is
important to make clear that the objective of the seminar is, as proposed by
Reyes (2008b): it is to facilitate the systematization to transform and transform
through the critical understanding of our experiences, which is not only ours,
but crosses all the intervening subjects.
For the author, the systematization of experiences is a way of living
together, of transforming into the ontological reality supported by ethical and
moral values combined with the shared beliefs of a transferable community for
the construction of a citizenship, rooted in knowledge, dialogues and
experiences.