El conocimiento situado del docente a través de la construcción de metáforas y de la validación de sus narrativas

Resumen

Este artículo teórico argumenta cómo el proceso de construcción y desarrollo de metáforas explica cómo los profesores sitúan su conocimiento y brindan sentido a su vida docente y a sus prácticas. No obstante, el proceso de construcción de metáforas debe ir más allá del alcance de las teorías cognitivas y de su sistematización de conceptos en las metáforas. Las metáforas como apuestas conscientes por situar el conocimiento docente deben ser consideradas como un texto cuyos elementos constitutivos son los valores, los sistemas de creencias, las ideologías, el conocimiento profesional y la cultura interrelacionados en las mentes de los docentes. El concepto de validación de narrativas juega un papel determinante en la ratificación de la definición y el desarrollo de metáforas que expliquen la construcción de conocimiento situado por parte del docente.

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Biografía del autor/a


, Universidad EAN

Doctor en la enseñanza del inglés y procesos de lectura y escritura en segunda lengua (inglés). Docente-investigador en las áreas de enseñanza y aprendizaje del inglés en contextos de educación bilingüe. También ha sido partícipe en la formación de formadores en la Universidad Pontificia Bolivariana y la Institución Universitaria Única. En la actualidad adelanta su investigación en competencia comunicativa intercultural en el programa de Lenguas Modernas de la Universidad EAN, Bogotá, Colombia.

 

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Publicado
2018-07-18
| 45 |
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Artículos de investigación