Teorias Contemporaneas en Educacion
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Universidad ETAC MATERIA: TEORÍAS CONTEMPORÁNEAS EN EDUCACIÓN UNIDAD 7: EL NUEVO PARADIGMA NEUROLINGÜÍSTICO.
ASESORA: MTRA. YOLANDA TORIZ FRANCO Alumna: Lic. en D.I. Martha Angélica Corona Guadarrama. Número de cuenta: 0000002530 000000253066 Toluca, México; a 05 de marzo de 2013 20 13
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Ensayo Mejores teorías para ser aplicadas en el ámbito educativo actual--Teorías contemporáneas en Educación
Introducción En el presente ensayo se presentan las principales Teorías Contemporáneas, sus principios, fundamentos y características para conformar los avances en educación que contrastan el México actual y su contexto. En lo personal la asignatura de Teorías Teorías Contemporáneas Contemporáneas en Educación Educación me permitió como estudiante de maestría iniciar un proceso de análisis referente a la enseñanza aprendizaje, generando mayor número de herramientas didácticas que logren reforzar los aprendizajes significativos. Por lo que el presente ensayo se basa en las posturas de cada teoría y se explica con base a sus principios fundamentales utilizando las herramientas didácticas que proponen.
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Escuela tradicional Impulsada principalmente por los Jesuitas, tiene como centro la disciplina, de manera dura e indiscutible, persiguiendo, afirmar, cada vez más, el poder del Papa y fortalecer a la Iglesia, pues les resultaba necesario el poder disponer de hombre hombress que les respondieran sin vacilación alguna, en base de una conducta formada en la rigidez y el orden absoluto. El papel de los alumnos es ser
entes pasivos, se exige la memorización, de la
información transmitida, transmitida, como si los contenidos que se ofrecen estuvieran desvinculados, desvinculados, en parte o en su totalidad de la mencionada realidad objetiva. Constituyendo un conjunto de conocimientos y valores sociales acumulados por las generaciones precedentes y que se transmiten como si fueran verdades acabadas, disociados del entorno material y social del educando. Estableció los fundamentos de la enseñanza general, al tiempo que elaboró todo un sistema educativo integral y comunitario con una fundamentación lógica de la estructuración estructura ción del proceso docente. Su concepción paidocéntrica de la educación pone todos los componentes educativos al servicio del aprendiz, estableciendo estableciendo un nuevo modelo, pues anteriormente anteriormente al alumno no se se le daba tal importancia, importancia, siendo siendo considerado considerado como simple simple receptor receptor pasivo del conocimien conocimiento. to.
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Metodología empleada El método que se emplea en la escuela tradicional es la exposición oral y visual del maestro, hecha hecha de manera reiterada reiterada y severa, la cual se cree garantiza garantiza el aprendizaje de los alumnos. TIEMPO, OBJETO OBJETO Y MÉTODO. El aprendizaje tiene carácter acumulativo, sucesivo y continuo; por ello el conocimiento debe secuenciarse cronológicamente. cronológicamente. La Tendencia Pedagógica Tradicional no profundiza en el conocimiento de los mecanismos mediante los cuales se desarrolla el proceso de aprendizaje aprendizaje.. Ella modela los conocimientos y habilidades que se habrán de alcanzar, de manera empírica en el estudiante, por lo que u pensamiento teórico teórico nunca alcanza un adecuado adecuado desarrollo. Los medios empleados para acrecentar la eficacia son las sanciones, recompensas, premios y castigos.
Materiales que utilizan Las
ayudas educativas educativas deben deben ser lo más parecidas parecidas a la real real para facilitar facilitar la
percepción, de manera que su presentación reiterada conduzca a la formación de imágenes mentales que garanticen el aprendizaje.
Concepción de la enseñanza La función de la escuela escuela es la de transmitir transmitir lo saberes específicos y las valoraciones valoraciones aceptadas socialmente. Los contenidos curriculares están constituidos por las normas y las informaciones socialmente aceptadas. El aprendizaje tiene carácter acumulativo, sucesivo continuo; por ello el conocimiento debe secuenciarse cronológicament cronológicamente. e. La función de la escuela consiste en dirigir la transmisión de saberes específicos y las valoraciones aceptadas socialmente, socialmente, de manera sistemática y acumulativa.
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Rol del docente El docente es un un expositor oral de los conocimientos conocimientos que quiere transmitir transmitir a los los alumnos. El profesor educa, educa, dirige, convence y rinde culto a la autoridad y el orden. Predomina plenamente plenamente la autoridad del
maestro, con un aspecto aspecto cognoscitivo cognoscitivo
paternalista: lo que dice el profesor profesor es respetado respetado y cumplido por por el alumno, con principios educativos poco flexibles, impositivos y coercitivos, es el que lo sabe todo y lo puede todo, todo, de educar educar e instruir al que nada sabe, ni puede, a partir del supuesto de que el niño nace sujeto, de que la educación y la instrucción hagan con él.
Rol del alumno El niño es una tabula rasa rasa sobre la que se van imprimiendo imprimiendo desde el exterior saberes saberes específicos, el estudiante es educado, educado, desempeña desempeña un rol pasivo de receptor, receptor, es dirigido y convencido. El método de enseñanza será el mismo para todos los niños y en todas las ocasiones. El repaso entendido como como la repetición de lo que el maestro acaba de decir, tiene un papel fundamental en este método y es lo que deben hacer los niños diariamente.
Escuela Nueva Estableció el Sistema Escolar, entre sus propuestas concretas estaba la de enseñar a leer a una edad edad posterior el estudio de la naturaleza y de la sociedad sociedad por observación observación directa. Sus propuestas propuestas radicales sólo eran eran aplicables a los niños; las niñas debían debían recibir una educación convenciona convencional.l.
Pedagogía es una educación progresiva, educar como
un todo. Así es que el alumno es estimulado a experimentar por por sí mismo. Dewey pensaba que el éxito educativo bastaba con que el grupo de personas se comunicara y cambiaran ideas, sentimientos y experiencias sobre las situaciones prácticas de todos los días. Su argumento era que el aprendizaje se daba justamente
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Busca la superación de las personas y que aprendan a vivir en sociedad, sus principios se basan en; Impregnar toda la enseñanza de la noción de evolución, partir del niño en la medida de lo posible, hacerle sentir los mecanismos de su ser, hacerle observar la naturaleza, los fenómenos que ocurren en ella, los avances y los inconvenientes que ofrece, hacer pasar al niño al estado consciente consciente de la naturaleza que que lo rodea, él sugería tres tipos de aprendizaje; intelectual, sensorial y moral, proponía el aprendizaje integral.
Metodología empleada La nueva escuela defendía la acción como condición y garantía del aprendizaje, manipular es aprender aprender ya que es la acción acción directa sobre sobre los objetos la que permite permite el conocimiento de los mismos. Los contenidos educativos educativ os deben organizarse partiendo de lo más simple y concreto hacia lo complejo y abstracto. Al considerar considerar al niño como como artesano de su propio propio conocimiento, el Activismo Activismo da primacía primacía al sujeto sujeto y su experimentación. experimentación. Se promueven experiencias a través de las cuales los alumnos desarrollen sus potencialidades de forma integral, se basa en las necesidades e intereses y se toma en
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Materiales que utilizan Los recursos
didácticos
serán entendidos
como útiles
que van a permitir la
manipulación y experimentación, experimentación, contribuirá contribuirán n a educar educar los sentidos, sentidos, garantizando el aprendizaje y el desarrollo de las capacidades individuales de cada uno de los alumnos.
Concepción de la enseñanza Entender el aprendizaje dependiente de la experiencia y no de la recepción. El fin de la escuela no puede puede estar estar limitado al aprendizaje: aprendizaje: la escuela escuela debe preparar para la vida. Prepara en el niño no solo al futuro ciudadano ciudadano capaz de cumplir cumplir sus deberes hacia su prójimo, y la humanidad en su conjunto, sino también al ser humano, humano, consciente de su dignidad de hombre. Se deben crear crear ambientes de de aprendizaje en donde se le permita permita a los alumnos alumnos favorecer sus competencias como seres autónomos y capaces.
Rol del docente El rol docente consiste en ser guía y facilitador de los alumnos, es aspirar a conservar y aumentar en el niño la energía espiritual, debe respetar la individualidad individualidad de cada niño, debe dar curso libre a las potencialidades de los estudiantes, favorecer su libre expresión
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El paradigma conductista
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La Psicología En La Edad Media San Agustín (Siglo V) Santo Tomás de Aquino (1225- 1274) (siglo XIII) Retoma la filosofía aristotélica y ajusta la religión cristiana, dando origen a la filosofía escolástica, que se convirtió en filosofía oficialmente reconocida por la iglesia Católica.
El Racionalismo Descartes (1596-1650 d.C.): Spinoza (1632-1677), (siglo XVII) Leibniz (1646-1716), (siglo XVII) "Pienso luego existo". Descartes reflexionó sobre un sistema universal mecanicista cerrado, desarrolló la geometría analítica, explicó la refracción de la luz e investigó el magnetismo. Estableció el dualismo en la Psicología. Al preguntarse por la relación que tienen los elementos físicos con los l os psíquicos o espirituales.
Empirismo y Asociacionismo Sir Francis Bacon (1561-1626), (siglo XVII) Hobbes (1588-1679), (siglo XVII)
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El Positivismo Kant (1724-1804), (siglo XVIII) Se opuso abiertamente a la tabula rasa. Decía que el conocimiento comienza en la experiencia. Explica que cuando vemos v emos profundidad o percibimos relaciones espaciales, es preciso estar experimentando un objeto para tener una percepción momentánea de profundidad, pero la capacidad de percibir la profundidad es innata a la mente humana.
El Evolucionismo Charles Darwin: (1809-1882), (1809- 1882) El conexionismo de Thorndike Relacionan teorías de las ciencias naturales con la evolución del ser humano de manera biológica y en la adquisición de conocimiento. Thorndike crea la teoría del aprendizaje era una versión temprana de la teoría del refuerzo E-R.
Paradigma Asociacionista John Locke comenzó a trabajar hasta 1936, los autores representativos son John Locke, Herman Ebbinghaus e Iván Pavlov
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Funcionalismo Aportaciones Aportacion es de Dewey La función principal de la conciencia es elegir, orientándose siempre hacia un fin, el primero de los cuales es la supervivencia mediante la adaptación al medio ambiente. PSICOLOGÍA FUNCIONALISTA
Estructuralismo Wundt y su discípulo Tichtner El objeto de estudio de esta escuela es la conciencia, mediante la introspección o autobservación autobserva ción controlada. La mente o conciencia inmediata no es algo sustancial, sino un proceso. Los elementos simples e irreductibles sobre los que descansa toda la actividad mental son: sensación, sentimiento e imagen.
Conductismo El Conductismo aparece a mediados de 1910-1920 como reacción frente a la psicología de la introspección. Los defensores de esta teoría piensan que es necesario cambiar el objeto de estudio. El conductismo es una corriente de la psicología inaugurada por John B. Watson (1878- 1958) Thordike (Cf. Hilgard y Bower, 1975).
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Neoconductismo Pavlov y Thorndike. Se produce después de la Segunda Guerra Mundial, despegue de la terapia de comportamiento.
Condicionamiento Operante B. F. Skinner y colaboradores. A partir de la década del ´30, se desarrolló en Estados Unidos el "condicionamiento operante", como resultado de los trabajos realizados por B. F.Skinner y colaboradores. El enfoque de este psicólogo, filósofo y novelista, conocido como conductismo radical, es semejante al punto de vista de Watson, según según el cual la psicología debe ser el estudio del comportamiento comportam iento observable de los individuos i ndividuos en interacción con el medio que les rodea. Los teóricos examinan el modo en que se aprende y responde a los cambios del ambiente externo, por lo que presentan el aprendizaje como un cambio consecuencia de una asociación de estímulos que lo impulsan o refuerzan; y los términos que se aplican son el condicionam condicionamiento iento y conductismo, cada uno con un significado más específico.
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PRINCIPIO DE REFORZAMIENTO. Según este principio, una conducta incrementa su frecuencia de ocurrencia si está influida por las consecuencias positivas que produce.
PRINCIPIO DE CONTROL DE ESTÍMULOS. Según Reynolds (1977) «cada reforzamiento, además de incrementar la ocurrencia de una operante a la cual sigue, también contribuye a que esa operante esté bajo el control de estímulos que están presentes cuando la operante es reforzada»
PRINCIPIO DE LOS PROGRAMAS DE REFORZAMIENTO. Un programa de reforzamiento puede definirse como un patrón de arreglo determinado en el cual se proporcionan los estímulos reforzadores reforzadores a las conductas de los organismos.
PRINCIPIO DE COMPLEJIDAD ACUMULATIVA. Según este principio, todas las conductas complejas son producto del encadenamiento de respuestas. Se supone, por tanto, que tras las conductas complejas, como leer, escribir, hablar, etc., subyace el mismo proceso de aprendizaje de encadenam encadenamiento iento de respuestas.
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Procedimientos para decrementar conductas. Además de la extinción — que que si se trabaja de forma adecuada resulta muy efectivase encuentran los siguientes procedimientos: procedimientos:
a) Costo de respuestas. Este procedimiento puede emplearse cuando se ha establecido la economía de fichas.
b) Tiempo fuera. Este procedimiento consiste en la exclusión contingente del sujeto de una determinada situación reforzante, por haber emitido una conducta (generalmente no deseada).
c) Desvanecimiento. Este procedimiento repercute más en los antecedentes que en los consecuentes de la conducta. Consiste en transferir el control que una serie de estímulos (indeseables) logra sobre una conducta determinada, a otra serie de estímulos (deseables).
d) Saciedad. Es la presentación masiva de reforzadores (los cuales eran contingentes a una determinada conducta y la controlaban) para que dejen de tener el poder reforzante.
e) Reforzamiento de conductas alternativas. Esta técnica consiste en fortalecer, por
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Estrategias y técnicas de enseñanza Enseñanza programada. a) Definición explícita de los objetivos del programa. b) Presentación secuenciada de la información, según la lógica de dificultad creciente asociada al principio de complejidad acumulativa. c) Participación del estudiante. d) Reforzamiento inmediato de la informació información. n. e) Individualización (avance de cada estudiante a su propio ritmo). f) Registro de resultados y evaluación ev aluación continua. Concepción de la evaluación La enseñanza programada. La programación por objetivos. c) Los programas IAC. Descendientes directos de la enseñanza programada, son los programas tutoriales de la llamada enseñanza asistida por computadora (IAC). d) Técnicas y procedimientos de modificación de la conducta en la educación
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El rol del docente y el rol del alumno en el paradigma conductista El alumno es un sujeto activo procesador de información, que poseen, competencia cognitiva para aprender y solucionar problemas; dicha competencia, debe ser considerada y desarrollada usando nuevos aprendizajes y habilidades estratégicas, debe ser entendido como un ser social, producto y protagonista agonista de las múltiples interacciones sociales en que se involucra a lo largo de su vida escolar y extraescolar. El profesor es un agente cultural que enseña en un contexto de prácticas y medios socioculturalmente determinados, y como un mediador esencial entre el saber
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El humanismo
Psicología humanista Surge en la primera mitad del siglo XX: en algunos aspectos, la obra de William James y, en Europa, Ludwig Bingswanger y Medar Boss. El término humanismo se relaciona con las l as concepciones filosóficas filosóficas que colocan al ser humano como centro de su interés. El humanismo filosófico resalta la dignidad del ser
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Existencialismo Énfasis en la existencia, en cómo los seres humanos viven sus vidas, en la libertad. Contra las especulaciones abstractas y el cientifismo racionalista. El ser humano no se puede reducir a una entidad cualquiera, cualquiera, sea esta la de animal racional, racional, ser social, ente psíquico o biológico. SARTRE "YO SOY MIS ELECCIONES" Los pilares de la l a posición existencialista pueden resumirse en: 1. Yo soy un agente electivo, incapaz de evitar elegir mi destino. 2. Soy un agente libre, absolutam absolutamente ente libre para establecer mis metas de vida. 3. Soy un agente responsable de mis propias elecciones.
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Los principios básicos que compart comparten en los modelos humanístico-existenciales humanístico-existenciales aparecen recogidos en la declaración con que se constituyó la American Association of Humanistic Psychology en el año 1961, donde destacan los aspectos fundamentales de la concepción del ser humano: Autonomía personal y responsabilidad social. Autonomía Autorrealización. Orientación hacia metas y búsqueda de sentido. Los seres humanos son únicos, tanto entre sí como respecto a otros animales por lo que lo aprendido a partir de otras especies es irrelevante para comprender a los primeros. • Concepción global global del ser humano. • • • •
Pese a la confluencia de diferentes posiciones teóricas, técnicas particulares particulares y un
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Fenomenología Es el método adecuado para acercarse al hombre. Busca descubrir lo que es dado en la experiencia, acercarse a los contenidos de la conciencia sin prejuicios ni teorías preconcebidas por parte del observador. Ofrece a la psicología humanista otra tesis fundamental:l: la consciencia es siempre consciencia que tiende a algo, es esencialmente fundamenta intencional.
ESTUDIO DE LA PERCEPCIÓN EXTERNA O INTERNA COMO UN ACONTECIMIENTO ACONTECIMIENTO SUBJETIVO, SIN NINGÚN TIPO DE A PRIORI LA GENTE RESPONDE NO A UN AMBIENTE OBJETIVO, SINO AL AMBIENTE TAL Y COMO ELLOS LO PERCIBEN Y LO COMPRENDEN Desde finales del siglo XIX la fenomenología ha intentado resolver las siguientes
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Tuvo gran interés por las personas humanamente excepcionales, lo que le llevó a una visión del hombre que muestra lo que puede llegar a ser y lo que se puede frustrar. Maslow establece su jerarquía de necesidades, la más conocida de sus aportaciones. Rechazó las teorías de la motivación que partían de determinantes únicos de la conducta, proponiendo una teoría de determinantes múltiples
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Caracterización del paradigma humanista Metodología de enseñanza Hamachek, desde el punto de vista de los humanistas la educación debiera estar
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Metodología de enseñanza Roggers 1. Construir sobre problemas percibidos como reales. Se debe tratar de que el alumno se ENFRENTE A PROBLEMAS REALES que le pertenezcan pertenezcan.. 2. Proporcionar recursos. En lugar de que el maestro dedique tiempo a la
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Evaluación En esta aproximación, se considera que la evaluación es difícil de realizar mediante de criterios externos, por lo que se propone que una opción válida es la autoevalua autoevaluación. ción. Son los alumnos quienes están en una posición más adecuada para determinar en qué condiciones de aprendizaje se encuentran después de haber finalizado un
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Rogers (1978): destaca dos tipos de criterios que en mayor o menor grado toman en cuenta los alumnos cuando se autoevalúan: a) Criterios significativos desde el punto de vista personal: • Grado de satisfacción con el trabajo, ¿qué obtuve de él? • Evolución intelectual y personal.
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Trusted by over 1 million members
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Trusted by over 1 million members
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Trusted by over 1 million members
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Trusted by over 1 million members
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Trusted by over 1 million members
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Trusted by over 1 million members
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Trusted by over 1 million members
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Trusted by over 1 million members
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