Collaborative learning, the beginning of an epistemological fissure in the teacher from the configuration of the historical conscience of Pereira.

Aprendizaje colaborativo, el inicio de una fisura epistemológica en el docente en la configuración de la conciencia histórica de Pereira

Published 2018-12-15


https://doi.org/10.30554/plumillaedu.22.2888.2018
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Vol. 22 No. 2 (2018)
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Quiroz Osorio, M. P., & Palacio Marín, L. V. (2018). Collaborative learning, the beginning of an epistemological fissure in the teacher from the configuration of the historical conscience of Pereira. Plumilla Educativa, 22(2), 89-102. https://doi.org/10.30554/plumillaedu.22.2888.2018
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https://doi.org/10.30554/plumillaedu.22.2888.2018
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Quiroz Osorio, M. P., & Palacio Marín, L. V. (2018). Collaborative learning, the beginning of an epistemological fissure in the teacher from the configuration of the historical conscience of Pereira. Plumilla Educativa, 22(2), 89-102. https://doi.org/10.30554/plumillaedu.22.2888.2018

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María Patricia Quiroz Osorio
Escuela Normal Superior “El Jardín”
Lina Vanessa Palacio Marín
Escuela Normal Superior “El Jardín”
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This article refers to a research process that narrates the experience of groups of teachers and students of the Complementary Training Program of the Higher Normal School "El Jardín" of Pereira, Risaralda (PFC) in search of other possibilities of knowing, know, understand and deconstruct realities from the meaning didactics: classroom pedagogical projects and didactic sequences. For this, a contextual reading was carried out that showed the existence of practices in traditional and behavioral models and approaches, from which emerged a proposal for pedagogical projects based on collaborative learning (Vygotsky, Coll y González) that stimulated the cognitive, procedural, affective and attitudinal links in the teaching and learning processes provoking other searches and approaches towards the historical conscience of Pereira with historical situational references of the territory (formal and informal) in complement with theoretical and methodological references of the Southern epistemologies from postures by Paulo Freire, Hugo Zemelman, Estela Quintar and De Sousa Santos.

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ISSN impreso: 1657-4672

ISSN electrónico: 2619-1733

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