La Configuración de nuestro trabajo docente en tiempos de pandemia. : Una experiencia de Investigación Acción Participativa en la Provincia de Misiones
The experience we share is part of the Research Project: Misiones: Educational Research and Networking. Action, Reflection, Action, at the FCEQyN, UNaM. ThisProject leads to participative experiences construction and democratic and horizontal bonds among the educational agents involved. Therefore, t...
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| Autores principales: | , , , , , |
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| Formato: | Online |
| Lenguaje: | spa |
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Universidad Nacional de Cuyo, Facultad de Filosofía y Letras, Instituto de Ciencias de la Educación
2021
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| Acceso en línea: | https://revistas.uncu.edu.ar/ojs3/index.php/encuentroE/article/view/5181 |
| Sumario: | The experience we share is part of the Research Project: Misiones: Educational Research and Networking. Action, Reflection, Action, at the FCEQyN, UNaM. ThisProject leads to participative experiences construction and democratic and horizontal bonds among the educational agents involved. Therefore, the Participatory Action Research strategy of knowledge production was adoptedconsequently revising our own activity as educators in context. Through a critical pedagogical approach, progress was made in the 'process of enlightenment' or 'self-training' (Carr and Kemmis, 1988) of the educators involved.
As a work team, in March 2020 we found ourselves in a context of Preventive and Compulsory Social Isolation (ASPO, Spanish Acronym), which led us to rethink ourpractices as researchers. So, we asked ourselves: How did we do Action Research under these circumstances? How did we conform ourselves as a research group? How did we build pedagogical knowledge in a virtual context? What constituted our work as educators at that moment of history?
In this process, we constructed PAR alternatives as we considered important to support ourselves as a research group, virtually. Consequently, we developed several strategies that implied: instances of questioning, analysis, reflection, writing, reading, systematization of situations and experiences about our teaching work. This method contributed to the development of a space of reflection andanalysis, research in and from our own practice in the context of ASPO.
Our aim is to communicate the hints of self-reflection that enhance collaborative processes. We have built social empowerment, which is not only limited to thefight for better salary conditions but also the construction of other ways of thinking about action research possible. We believe that this can be a significant contribution to think about PAR in relation to the use of technologies and the new age we are facing as researchers and educators. |
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