Bibliotecas tutorizadas en matemáticas en un liceo de la comuna de Mulchén: principios del aprendizaje dialógico y valoración de los agentes educativos.
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Date
2024
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Publisher
Universidad de Concepción
Abstract
Esta investigación consistió en el desarrollo de Bibliotecas Tutorizadas como complemento para el aprendizaje de las matemáticas en estudiantes de segundo medio en un liceo municipal de la comuna de Mulchén. Las sesiones de Bibliotecas Tutorizadas se realizaron semanalmente desde octubre a diciembre de 2023, con el objetivo de determinar la presencia y manifestación de los principios del Aprendizaje Dialógico y revelar la valoración de los distintos agentes educativos implicados (estudiantes tutorizados, tutores y docentes) sobre las Bibliotecas Tutorizadas. Éstas últimas, corresponden a una de las Actuaciones Educativas de Éxito enmarcadas dentro del proyecto de Comunidades de Aprendizaje, el que promueve la transformación social y educativa a través de prácticas exitosas basadas en interacciones y el involucramiento de la comunidad. Este estudio adoptó un enfoque cualitativo, con diseño fenomenológico de tipo exploratorio. Se desarrolló análisis temático con el propósito de responder a las preguntas de investigación. Los resultados evidencian que las Bibliotecas Tutorizadas fueron valoradas de manera positiva por los agentes educativos (estudiantes tutorizados, tutores y docentes) y asimismo se produjo una aproximación a los principios del Aprendizaje Dialógico (diálogo igualitario, inteligencia cultural y solidaridad). Palabras claves: Biblioteca Tutorizada, Comunidades de Aprendizaje, Actuaciones Educativas de Éxito, Aprendizaje Dialógico
This research involved the development of Tutoring Libraries as a complement to the learning of mathematics for second-year high school students in a municipal school in the commune of Mulchén. The Tutoring Library sessions were conducted weekly from October to December 2023, aiming to determine the presence and manifestation of the principles of Dialogic Learning and to reveal the valuation of the various educational agents involved (tutored students, tutors, and teachers) regarding the Tutoring Libraries. These latter are one of the Successful Educational Actions framed within the Learning Communities project, which promotes social and educational transformation through successful practices based on interactions and community involvement. This study adopted a qualitative approach, with an exploratory phenomenological design. Thematic analysis was conducted to respond to the research questions. The results show that the Tutoring Libraries were positively valued by the educational agents (tutored students, tutors, and teachers), and there was also an approach to the principles of Dialogic Learning (egalitarian dialogue, cultural intelligence, and solidarity).
This research involved the development of Tutoring Libraries as a complement to the learning of mathematics for second-year high school students in a municipal school in the commune of Mulchén. The Tutoring Library sessions were conducted weekly from October to December 2023, aiming to determine the presence and manifestation of the principles of Dialogic Learning and to reveal the valuation of the various educational agents involved (tutored students, tutors, and teachers) regarding the Tutoring Libraries. These latter are one of the Successful Educational Actions framed within the Learning Communities project, which promotes social and educational transformation through successful practices based on interactions and community involvement. This study adopted a qualitative approach, with an exploratory phenomenological design. Thematic analysis was conducted to respond to the research questions. The results show that the Tutoring Libraries were positively valued by the educational agents (tutored students, tutors, and teachers), and there was also an approach to the principles of Dialogic Learning (egalitarian dialogue, cultural intelligence, and solidarity).
Description
Tesis presentada para optar al título de Profesor de Matematicas.