Acceso usuarios
Marisol García Cordero, Yesid Camilo Buitrago López
Los modelos pedagógicos articulados en las instituciones educativas cumplen un papel fundamental. A través de ellos, deben contemplar el papel de los actores del proceso, el enfoque curricular, la evaluación y demás aspectos relevantes para el desarrollo de la enseñanza y aprendizaje. Este artículo presenta un análisis y descripción de la relación que existe entre el modelo pedagógico institucional propuesto por la Universidad de Boyacá, Colombia, basado en el pensamiento complejo del filósofo y sociólogo francés Edgar Morin, y el proceso de enseñanza y aprendizaje en relación con las clases de taller del programa académico de Diseño Gráfico.
El estudio se desarrolló desde un corte cualitativo, con el enfoque de investigación holística en el que se trabajó la fase descriptiva y analítica, a través de la recolección de información, por medio de instrumentos como la observación no participante, diario de campo, encuestas y entrevistas dirigidas a los estudiantes y docentes, registros de clases de taller, lectura y contraste de documentos institucionales y propios del programa. A partir de estas perspectivas, se orienta epistemológicamente la coherencia del modelo pedagógico con la enseñanza y aprendizaje del Diseño Gráfico y cómo se lleva a cabo en la práctica. De esta manera, el estudio concluye que la enseñanza del diseño, vista desde la complejidad, aporta significativamente en el proceso de aprendizaje y evidencia características positivas para los futuros diseñadores, como el momento de la evaluación y el ejercicio de enfrentar a los estudiantes a la incertidumbre y problemas reales del contexto.
Within the framework of education, many necessary components are promulgated to respond to the requirements requested by government entities. Therefore, institutions must adjust their policies and institutional plans so that they increasingly articulate these postulates and can guarantee an education with quality and in constant improvement.
The pedagogical models created and articulated in educational institutions, in preschool, elementary, secondary, middle and higher education, play a fundamental role, since this represents the formal information of how is taught and learned in each educational institution. The model includes: the role of the actors in the teaching and learning process;
teachers and students, the curricular approach, purposes of the training process, learning strategies, evaluation, and other relevant aspects to fulfill the mission and vision of the university.
The following article presents an analysis and description of the relationship between the institutional pedagogical model proposed by the University of Boyacá, which is based on the complex thinking of Edgar Morin and the teaching and learning process during classes in the area projector workshop of the academic program of Graphic Design. This study was developed from a qualitative methodological process, under a holistic research approach. The descriptive and analytical phase was worked through the collection of information by means of instruments such as non-participant observation, field diary, surveys and interviews directed to students and teachers, records of workshop classes, reading of primary sources and contrast of formal institutional documents and those of the program and the university. Two softwares were used for the analysis and description of all the information, the first one was Atlas.ti 8.0 to identify in the interviews applied to the students and the teachers, codes in vivo (codes that are generated literally from expressions of the informants) or abstract (code that represents a theoretical postulate or experience exposed by the informants). Subsequently, the SPSS (Statistical Package for the Social Sciences) software was used to tabulate and systematize all the information collected in the surveys applied to teachers and students.
According to the methodology developed and seeing it from the epistemological perspectives in relation to the nature of the research, finally the study showed that the institutional pedagogical model is partially articulated to the teaching and learning processes of the Graphic Design program. This is shown in practical workshops and it has permeated the students since their initial training and the other part of the training process, thus seeking to respond to the purposes of the Institutional Educational Projects of the University of Boyacá.
Finally, the study concludes that the teaching of design seen from the paradigm of complexity contributes significantly to the learning process, since positive characteristics were evidenced that contribute significantly to the training of future designers. For example, letting students confront uncertainty processes from the academy through different exercises prepares them for any problem that may arise in their working life, where real contexts and environments will be involved. Design should look for possible solutions from the graphic discipline. Likewise, it is important to keep in mind that the designer not only generates beautiful pieces, but is a subject that is related to the visual problems of context and society, therefore it was also observed that students act as integral human beings and not only with purely professional aspects.
