LA CURRICULARIZACIÓN DE PROYECTOS SOCIOCOMUNITARIOS EN COLEGIOS PREUNIVERSITARIOS EXPERIENCIAS DOCENTES, DESAFÍOS PEDAGÓGICOS, APRENDIZAJES Y CAJA DE HERRAMIENTAS
The curricularization of University Extension is being debated and incorporated with different nuances and through multiple perspectives in the universities of the country and the region, has managed to become an integral part of the university policy agenda in recent decades. A vacancy phenomenon t...
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| Autores principales: | , , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Imprenta del Monserrat
2025
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/dehisciencia/article/view/47963 |
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| Sumario: | The curricularization of University Extension is being debated and incorporated with different nuances and through multiple perspectives in the universities of the country and the region, has managed to become an integral part of the university policy agenda in recent decades. A vacancy phenomenon to be addressed is the teaching processes of university extension in pre-university schools.
In this work we reflect on the experience of teaching Socio-community Projects at Monserrat National School in the city of Córdoba, focusing on the configuration of teaching practices based on the assembly of a didactic-pedagogical toolbox developed throughout recent years.
The writing begins by contextualizing the curricularization of the Extension area in 2015 and then the incorporation of the subject Socio-community Projects in the study plan. The analysis of the development of a toolbox continues, from the affirmation of the situated nature of learning, the distributed nature of human cognition and the understanding of learning as transformations in the participation of the subjects. And based on the teaching experience over different years, retelling the questions, challenges and adjustments that were made, in order to design pedagogical formats that promote collective and contextualized learning, favoring significant learning.
We also emphasize the evaluation processes of both content and the link with the territory, which is considered key in the formulation of teaching of extension. Finally, we close with some partial conclusions and open reflections to continue thinking critically about this type of initiatives in pre-university contexts. |
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