Session Information
99 ERC SES 04 A, Ignite Talks
Ignite Talks Session
Contribution
University development must be based on the exercise of solid planning with a defined direction, with timely monitoring and evaluation of the achievements obtained and challenges to be addressed that allow for continuous improvement. Link to the productive projects of the Innovation Agenda of the South-Southeast Region in Ibero-America to meet the demands of the social context. Through educational research, it will allow us to highlight cultural roots and define non-profit ethical positions related to the development of social innovation to operationalize the promise of leaving no one behind (Cabrera-Hernández, 2021; Natarén and Reyes, 2022; UN Sustainable Development Group, 2023).
Action research in liberating education recognizes that human beings are conditioned, due to lifelong learning, reflected in the coherence between discourse and practice. On the one hand, there is the humanistic vision, supported by philosophers. and intellectuals at UNESCO (2020), that advocates a hermeneutic approach focused on the integral development of people. On the other hand, we find the utilitarian vision, supported by economists from the OECD (2010) and the World Bank (Ferreyra et al., 2021), which leans towards a more instrumental approach based on individual competencies for a world of work. .
Our study identifies the processes of transfer of knowledge and values, located in educational practice, from the problematization of the contents, the analysis of reality, confrontation of the student through critical dialogue, and teaching the student to think critically about the contents, by which are designed two educational programs that address the social utility of knowledge. This dimension allows measuring the capacity to fulfill the function or social role expected of science and the production of knowledge to promote tertiary education in the Ibero-American region. (Cruz, 2020).
Through the social usefulness of knowledge, it is necessary to ask how it should be approached from the didactic situation, so the questions are established: ¿What is the purpose of scientific knowledge and for whom is it beneficial? What relationships are promoted between teachers and students according to the various interpretations of the usefulness of knowledge? Who plays a role in defining the social utility of knowledge for social justice? Allowing us to structure the analysis of our study. It is recognized that scientific knowledge has the “capacity” to become a “resource or asset” for social agents who do not belong to the scientific field but carry out the work of teacher-researchers in emerging, possible, preliminary or transitory educational contexts.
In particular, understanding what this concept implies in our research is related to the dimensions of social appropriation of knowledge, competencies, culture, environmental uncertainty and strategies (ASCCCIE) as a resource for educational management in action research processes: theoretical, methodological and practical (Elliot, 1993; Mertler, 2021). Answer: ¿What are the challenges of action research in sciences and arts in the ASCCIE educational context for the development of higher education in the south-southeast region of Mexico?
Through the Critical Theory of Education, the historical-social character of higher education examines the relationship between the educational system and the structure of society through the intervention of university educational practice, understanding technological aspects, ideologies, educational objectives and responsibility. pedagogical, whose evaluation is in relation to practice (Horkheimer, 2000). The framework allows improving management and educational practice in Latin America through the application of the phenomenological-hermeneutic methodology in the educational experience of the university classroom, appealing to philosophical traditions (Van Mannen, 2003), fostering critical awareness and respect for individuality, and allowing the legitimacy of the teacher in the educational field for scientific research with the use of qualitative methods for educational emancipation (Denzin & Lincoln, 2018; Denzin et al., 2023).
Method
The study is developed under the qualitative paradigm, studying phenomena in a naturalistic context with emphasis on depth, contextuality and complexity. Researchers study reality holistically, using multiple sources and data collection methods, paying attention to multiple voices, data triangulation, as well as member verification and informed consent, as part of the ethical aspects of research that contributes to its validity. Our study is based on four moments: (1) Literature Review (RL), which addresses Applied Hermeneutic Phenomenology (FHA) in the pedagogical area of the higher level, from the educational management structure, the teaching and educational perspective in the Latin American countries, allowing the identification of techniques and instruments in qualitative methods from the phenomenological approach; (2) the action research cycle is developed (Macintyre, 2000) through the design of the teaching program for two universities in the south-southeast region of Mexico: (a) Agile management of educational projects with qualitative methods; (b) Active methodologies in post-gradual programs in cooperation with the south-southeast for educational innovation, teaching identity and social significance, these postgraduate level programs are addressed from the areas of Humanities and Economic-Administrative Sciences, in four stages: Phase 1 : perception, understanding and evaluation of social problems; Phase 2: Interpretation and creation of an approach proposal; and Phase 3: Socialization and evaluation for work improvement; Phase 4: Community Exposure; (3) In the third moment, we collect the data obtained through participant observation through records, interviews and focus groups, where we apply the Phenomenological Epojé (PE) method to the lived experiences (Dodgson, 2023) and Post-photography: methodology based on lenses and forms of critical thinking based on practice from visual data collection (Hill, 2020). With MAXQDA 2022 software it is used to analyze the data and explore the benefits of the reduction technique. (4) Finally, an event is organized with the educational community to socialize the products obtained from the teaching program. Strengthening collaborative learning, from student-centered and research-based approaches. Teachers in classrooms in the third part of the 21st century use these strategies to teach critical skills, recognizing the technological, economic and social aspects of the environment.
Expected Outcomes
The phenomenological movement has considered higher education as training, since it focuses on personal development rather than the possession of knowledge. This movement promotes research to find better ways of learning and living, confirming the importance of designing programs to generate social utility of knowledge through the solution of national problems. Social innovations have flourished in the 21st century, developing intellectual connections, content practices and skills for social transformation. However, there are challenges in the leadership and motivation of emerging teachers, who must be considered for educational management, having relevance in the strategic planning and managerial decision making of HEIs through promotion of levels in the teaching career. , from the opening of new places and equal opportunities for the massification of education. In countries with low levels of GDP such as Mexico, the current young population has the highest levels of schooling in the country's history and educational levels among young teachers have reached equal conditions, although the economic participation of women has not yet been achieved. has increased substantially. Therefore, the social utility of knowledge for social justice requires new teachers to raise the innovation economy and face the technological era. This can lead to a sensitive variation in teachers' behavior, resulting in resistance to organizational change by HEIs. Our study uses reading as a tool to guide liberating knowledge, generating critical cognitive processes through the analysis of narratives, photographs and participant readings. Current philosophy requires strategic approaches to restructure graduate curricula and balance organizational and psychosocial factors that hinder academic performance. The impact of innovative educational practices, such as teaching-practice, intervention-research-action and educational-educational management, stimulates teaching performance and favors internationalization in HEIs. Educational administrative management is modernized from the context ASCCCIE, advancing historical-geographic visions with active and agile methodologies, and promoting educational policies for quality education and social inclusion.
References
1.Cabrera Hernández, D., M. (2021). Investigación educativa e innovación tecnológica en el sur-sureste de México: rutas paralelas. Innovación Educativa, 21(86), 123-144. https://www.ipn.mx/assets/files/innovacion/docs/Innovacion-Educativa-86/investigacion-educativa-e-innovacion-tecnologica--en-el-sur-este-de-mexico.pdf 2.Cisneros, C. E., & Jiménez, L. R. (2023). Gestión ágil de proyectos educativos con métodos cualitativos [Programa de enseñanza]. Universidad Autónoma de Yucatán. 3.Cruz Aguilar, E. (2020). La educación transformadora en el pensamiento de Paulo Freire. Educere, 24(78), 197-206. https://www.redalyc.org/journal/356/35663284002/html/ 4.Denzin, N., & Lincoln, Y., S. (2018). The SAGE Handbook of Qualitative Research. (5th ed). Sage Publications, Inc.http://www.daneshnamehicsa.ir/userfiles/files/1/9-%20The%20SAGE%20Handbook%20of%20Qualitative%20Research.pdf 5.Denzin, N., Lincoln, Y., S., Giardina, M., D., Cannella, G., S. (2023). The SAGE Handbook of Qualitative Research. (6th ed). Sage Publications, Inc. 6.Dodgson, J. D. (2023). Phenomenology: Researching the Lived Experience. Journal of Human Lactation, 39(3),385–396. https://doi.org/10.1177/08903344231176453 7.Elliott, J. (1993). El cambio educativo desde la investigación-acción. Ediciones Morata. 8.Ferreyra, M., M., Dinarte-Díaz, L., Urzúa, S., Bassi, M. (2021). La vía rápida hacia nuevas competencias: Programas cortos de educación superior en América Latina y el Caribe. Banco Internacional de Reconstrucción y Fomento/Banco Mundial. https://hdl.handle.net/10986/35598 9.Hill, R. (2020). Post-photography: Lens-based methodology and practice-led ways of critical thinking. LINK Conference Proceedings, 1(1),28. https://doi.org/10.24135/linksymposium.vi.9 10.Horkheimer, M. (2000). Teoría tradicional y teoría crítica. Paidós ICE/UA. 11.Macintyre, C. (2012). The art of action research in the classroom. David Fulton Publishers. 12.Mertler, C.A. (2021). Action Research as Teacher Inquiry: A Viable Strategy for Resolving Problems of Practice. Practical Assessment, Research & Evaluation, 26(19). 1-12. https://scholarworks.umass.edu/pare/vol26/iss1/19/ 13.Natarén-Nandayapa, C., F. & Reyes-Vázquez, A., A. (2022). La Educación Superior Inclusiva: Una perspectiva de la región Sur-Sureste. Universidad Autónoma de Chiapas. https://crss.anuies.mx/wp-content/uploads/2022/10/EDUCACIONSUPERIOR_INCLUSIVA_2022.pdf 14.OCDE. (2010). Acuerdo de cooperación México-OCDE para mejorar la calidad de la educación de las escuelas mexicanas. https://www.oecd.org/education/school/46216786.pdf 15.UN Sustainable Development Group. (2023). Operationalizing leaving no one behind good practice note for un country teams. https://unsdg.un.org/es/download/5578/685 16.UNESCO. (2020). El enfoque de Aprendizaje a lo Largo de Toda la Vida: Implicaciones para la política educativa en América Latina y el Caribe. Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura. https://unesdoc.unesco.org/ark:/48223/pf0000373632_spa.locale=es 17.Van Manen, M. (2014). Phenomenology of Practice. Meaning-Giving Methods in Phenomenological Research and Writing. California: Left Coast Press Inc. https://doi.org/10.4324/9781315422657
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