STEP 2: OBSERVATION AND INTERVIEW EXERCISE

MAGDA IBETH PAEZ ROCHA_39744098

LAURA CAROLINA GUERRERO

AMIRA LUCIA GAMEZ_32633319

VICTOR EMILIO BUITRAGO

WILSON JUNIOR OLIVEROS

GROUP_1

MARIA FERNANDA BOTINA

TUTOR

NATIONAL OPEN AND DISTANCE UNIVERSITY UNAD

SCHOOL OF EDUCATIONAL SCIENCES

Bachelor's Degree in Mathematics

ALTERNATIVE PEDAGOGIES

APRIL 30, 2019

 INTRODUCTION

Through the Alternative Pedagogies course at the National University, some will be handled
concepts and principles of models or approaches of Alternative Pedagogies for design,
planning and the development of teaching and learning processes in areas of knowledge
in a way that enhances the learning processes of a cultural context.

Based on an exercise of observation and analysis of some authors, responses are provided to
questions proposed by the work guide, and learning strategies are proposed in the
framework of alternative pedagogies for addressing diverse communities with relevance
sociocultural and based on research processes.
 ALTERNATIVE PEDAGOGIES FOR THE DEVELOPMENT OF THINKING

Technology has advanced very rapidly and continues to advance, for this reason, as
teachers need to be at the forefront with her. Technology such as video beam, television, material
educational resources that we find on the internet, as well as programs that help us explore
themes in a more dynamic and creative way, for which new methods are required
teaching.

The teacher of the previous era was based on memorization, transferring knowledge by force of
notes and more notes. Now it is necessary to live the situations to learn in a way
playful and creative, and for this reason today we talk about four pillars of knowledge.

Aprender a hacer, Aprender a conocer, Aprender a ser, Aprender a convivir

The teacher not only teaches their classes and conducts exams for the students, but also educates.
taking into account these 4 pillars.

The teacher is the leader, the one who facilitates the students' autonomy in relation to knowledge.
to lead the student to understand what they read, without this tool the student will not be able to
to have independence, just as the student uses the internet and finds something of interest,
You must read it and upon understanding what you have read, from this moment on you achieve your autonomy.

School vices must be eliminated, such as laziness towards reading, and it is the commitment of
21st century teacher, making the student love reading using various strategies
didactics.

The 21st-century teacher must have a new attitude toward the reality we are living in and the
that students live.

21st century teachers must have:

Attitude towards reality

Knowledge facilitator
Accompany the student's journey
Guide and show the way to the student
 Less memorization, more applications to reality
Be independent when seeking knowledge.
It must also be able to awaken in students the daily pleasure of
learning something new using some practices such as:
Teaching for life
Enhancing motivation: finding what the student is passionate about using as
tool the theory of multiple intelligences.
Associate class activities with what the student likes, such as music, the
theater, sport, making classes more playful and dynamic
Use games and activities both virtual and physical
Leave the monotonous classes among others.
On the other hand, we all imagine the school we want in a suitable space to educate in
the present a critical consciousness with a vision for the future, the influence of the development of our
country Colombia, since the colonial period, has been characterized by the division of two classes: the ruling and

the others. Within the ruling class are included the generations of whites and mestizos, in the
that the wealth of the country has become concentrated. The others are the poor class, with marked exclusion from

Afro-descendants, indigenous people, and peasants. The events of recent years, resulting from
the violence that has affected us has caused the displacement of those groups, who claim
minorities, but which are increasingly representative, towards the larger cities
opportunities within the national territory and outside of it.
As students, we must prepare ourselves. Schools will have to strengthen
their educational programs aimed at discussing exclusion, injustice, and inequality that
these communities are currently presented, stigmatizing them in the way it has been done
doing. Teachers will have to take into account the cultural clash that is occurring
for the preparation and development of our lesson plans, which benefit everyone equally, and
that promotes multiculturalism in our institutions. From our position of
students, and tomorrow from our pedagogical work, creating in our students
citizen awareness in an intercultural and egalitarian society.

Nowadays, education is characterized by presenting alternative pedagogies such as the

"critical pedagogy" and "multicultural education", but if they are relevant. "Education will be
challenged more and more, not only in terms of training competencies for the inevitable
changes, but also in terms of being a trainer of citizens, of men and women capable
to act with a sense of solidarity, democracy, and critically transformative
Multicultural, Paulo Freire Institute, Chile, 1996.

Multicultural education has begun to propose a concept a few years ago.

educational modality that recognizes and values cultural, linguistic, and gender diversity
religious within countries and global society.

The change that has been occurring in Colombia, and in the world, with proposals for
inclusion of all groups that make up the social and cultural diversity of our society,
It is a situation to take advantage of, in a responsible manner, promoting changes.
educational from the State, the Institutional Educational Plans and translating them
effectively in the classroom.

Gastón Bachelard's expression 'The development of the sciences is not a continuous line, but'
what has been carried out in discontinuity, advances through 'epistemological rupture' that
involve a radical modification of some important research procedure that is
it is considered fundamental for its own scientific theorization.

This means that science advances and becomes better as it overcomes obstacles.
epistemological such as opinion and basic observation which must be replaced by the
reason and experimentation. For this reason, the development of science is not a continuous line but
what has been done in discontinuity since science is not only the correction of errors but also of a
modification of the route, where the objects and laws of science change orientation, of
meaning and character which generate changes in the theory.

Science develops in stages, one leads to another thus maintaining a sequence of

both social and scientific development, and that is why it affirms that science cannot produce
truth.

That is why meaningful learning is understood as the association of information.

new with the already existing one that a student develops during the educational process, as teachers
of a new generation we must build this type of learning on 3 axes, one emotional, another
critical and another investigative.
The emotional aspect will allow the learner to be able to coexist with their peers and therefore
it will facilitate the social process that denotes learning, it will be easier for you to feel empathy and
This way, it will seem 'normal' for him/her to assimilate errors and/or opposing viewpoints.

The critic will provide the apprentice with learning based on analysis and will greatly facilitate it.
to discern what contributes and what does not to their academic process. Closely linked to this last point will be the

research, a student who does not wish to learn and/or corroborate what has been learned by themselves
means will simply be an apprentice who memorizes knowledge and will not create learning
significant, based on what has been learned.

On the other hand, the proposal of the critical pedagogue Montessori: "That we must form the mind,
"heart and hands," in the sense that educating is cultivating the whole person, completely: In the
same line as the previous answer can be ordered in the following way: Head
(critical pedagogy), Heart (emotional pedagogy), Hands (investigative pedagogy) The work
The teacher's role is to find, awaken, and help germinate that seed that every learner has.
(regardless of age) and it must be done from the person's training: from their way
emotional which will facilitate the process, from its cognitive form (mind) which will endow it with
a critical thought towards what one learns and from the hands, (alternative pedagogy)
from doing, from applying what has been learned.

The approach 'To form head, heart, and hands' is derived from Waldorf pedagogy.
who seeks to make an integration to create integral beings, since everything is necessary
for a true education. Knowledgeable human beings are of no use if they are without
to know how to apply them in real situations and, even worse, individuals without values in charge of
apply knowledge for the growth of society. We understand, then, the quantity
of professionals who graduate from our universities willing to work without a sense of help
collective. The child must learn to be a well-rounded person who shares in their community, leaves
Set aside selfishness, leave aside the exclusion of others, respecting criteria and cultures.

We must emphasize the importance of alternative pedagogies in educational practice.

that thanks to these, bridges of 'easier' access can be built between teacher and learner,
developed correctly and learning from its epistemology what it can provide us
leading to the creation of excellent students with very good academic resources.
 CONCLUSIONS

By Amira Lucia Gámez Robles:

Education in the 21st century, specifically in Colombia, has been proposing

big changes, with the desire to be part of the educational revolution that has been underway
gestating since the late 19th century. Countries such as Germany, Finland, and others that are
at the forefront of the demands of the global world, challenge our country to be part of
this move, and reflected in international tests, such as Pisa. Progress has been made
route, if each teacher is truly aware of the importance of the use of
alternative pedagogies in their daily practice, that respond to the ways of learning of
our students, including students from different cultures, and leaving aside the
traditional education, no matter how comfortable it may seem, especially in the official school.
The vocation of the teacher must lead them to serve with passion and responsibility, and to seek

didactic strategies that promote meaningful learning for their students. The
teaching, more than an obligation, is the creation of pedagogical experiences for both
students like for the same teacher, so that we are always in the
search for new pathways in the teaching and learning process.

By Junior Oliveros:

The process of teaching should be 'interactive' between the teacher and the student and
For this purpose, the use of alternative pedagogies must be a pillar in the context.
pedagogical of educational practice, that is, the teacher who works for and with these
new generations must not only entertain and energize their 'way' of conveying the
knowledge, but must also be consistent with sociocultural changes and
economic issues that arise in our society, so that based on and linked to them,
It can develop 'new' ways to educate and motivate the desire to learn, it is different
Nowadays, creating a reading habit in a student is different from how it was done 20 or 30 years ago.

years, because the student's environment has evolved and so must the
education, this 'evolution' can be carried out through pedagogies
alternatives.
 As a 'fact' of the past, that idea of a teacher standing in front of a blackboard should remain.
dictating knowledge for the student to memorize so that at the end
during the period the evaluation is based on 'how much the student remembered of what was told to him', the

Today's teacher must be more than a transmitter; they must be a facilitator of knowledge.
axis in which the student can not only learn those topics they need but also
also be able to build their own knowledge, their own critical thinking, their own
researching thought and in this way the teacher leaves their passive position and the
change for an active and always dynamic one.
The teacher of this century, aware of the significant changes present in society, must
knowing how to create the best environment so that the student can enhance all their abilities and

aptitudes.

By Magda Ibeth Paez Rocha

Now, our society, made up of the peoples who have been able to survive with a
own culture needs today more than ever to face the phenomena of globalization,
through creative, flexible, and relevant pedagogical models, in which leadership is
of the educator, they must commit to the social role of 'intellectual worker' and that of
cultural worker, through a whole, conscious, reflective, critical person and
creative, that transcends in its pedagogical work towards an authentic change of
civilization and transformation of society.
Among the alternative pedagogies are 'critical pedagogy' and 'education'
"multicultural", defined as a revolutionary movement for its proposal to think
and to educate in a different way than traditional and the strange models imposed on the
society; and because they emancipate themselves, they seek libertarian processes, criticize capitalism, the

globalization, dogmatic rationality.

 BIBLIOGRAPHY

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