Institutional pedagogical approach and rationalities since its implementation

Abstract

The educational challenges considered in the conceptual and methodological frameworks of schools are configured in dispositions that imply a social responsibility. Around this idea, the present paper, has as purpose to analyze under which rationalities the pedagogical approach of the Educational Institution Rufino José Cuervo Center of the city of Armenia - Quindío, of the official sector, is being implemented from the perception that the teachers have. The research methodologies of content analysis and grounded theory are used, through the techniques of information collection of reading of written texts and semi-structured interviews, with the purpose of knowing the experiences of the subjects -teachers- concerning the interactions and practices in their professional contexts. As a result, four categories of meaning emerged: educational purposes, curriculum design-content, pedagogical reflection, and the relationship between teachers, students, and knowledge, in which the predominance of technical curricular rationality is revealed. This allows us to conclude that there are tensions between what is theoretically posed in current curricular models, from practical rationality, and what is implemented in the classroom.