Desarrollo de procesos de aprendizaje en Educación Religiosa Escolar: dialogo entre perspectivas pedagógicas
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2022-05-31
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Universidad Finis Terrae
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2452-5936
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El presente ensayo académico aborda el desafío de la generación de procesos de aprendizaje en la Educación Religiosa Escolar, entendido el proceso de aprendizaje como la generación, verificación y retroalimentación de aprendizajes efectivamente intencionados en los procesos de educación formales. Para esto, enfoca el desafío de clarificar la perspectiva desde la cual puede ser implementada la asignatura de Religión en contextos escolares y evidencia que la alta diversidad de agentes administradores de educación en Chile contribuye a la alta dispersión de consideraciones sobre el sentido y finalidad que tiene la asignatura en el currículo escolar. Como un segundo elemento, se aborda la diversidad de perspectivas pedagógicas que tradicionalmente se adoptan al interior de las comunidades educativas, lo que repercute sobre qué elementos son posibles de aprenderse y, por lo mismo, de evaluarse en un proceso de educación formal en la asignatura de Religión. Finalmente, desde el cruce de ambas perspectivas, se analiza la consideración sobre la asignatura de Religión en el sistema educativo formal y la comprensión sobre el aprendizaje que adopta cada establecimiento, para ejemplificar en torno a un Objetivo de Aprendizaje todas las perspectivas de elementos evaluables que se generan de este análisis pedagógico curricular documentado, análisis que en definitiva está en la base de todo proceso de aprendizaje
This academic essay addresses the challenge of generating learning processes in school Religious Education, understanding the learning process as the generation, verification and feedback of learning effectively intended in formal education processes. To this end, it addresses the challenge of clarifying the perspectives from which the subject of Religion can be implemented in school contexts, showing that the high diversity of education administrators in Chile contributes to the high dispersion of considerations on the meaning and purpose of the subject in the school curriculum. As a second element, the diversity of pedagogical perspectives that are traditionally adopted within educational communities is addressed, which has repercussions on the elements that can be learned, and therefore evaluated, in a formal education process in the subject of Religion. Finally, from the intersection of both perspectives, the consideration of the subject of Religion in the formal education system and the understanding of learning adopted by each establishment is analysed in order to exemplify, around a Learning Objective, all the perspectives of assessable elements that are generated from this documented pedagogical curricular analysis, an analysis that is ultimately at the basis of any learning process
This academic essay addresses the challenge of generating learning processes in school Religious Education, understanding the learning process as the generation, verification and feedback of learning effectively intended in formal education processes. To this end, it addresses the challenge of clarifying the perspectives from which the subject of Religion can be implemented in school contexts, showing that the high diversity of education administrators in Chile contributes to the high dispersion of considerations on the meaning and purpose of the subject in the school curriculum. As a second element, the diversity of pedagogical perspectives that are traditionally adopted within educational communities is addressed, which has repercussions on the elements that can be learned, and therefore evaluated, in a formal education process in the subject of Religion. Finally, from the intersection of both perspectives, the consideration of the subject of Religion in the formal education system and the understanding of learning adopted by each establishment is analysed in order to exemplify, around a Learning Objective, all the perspectives of assessable elements that are generated from this documented pedagogical curricular analysis, an analysis that is ultimately at the basis of any learning process
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Atribución-NoComercial-CompartirIgual 3.0 Chile (CC BY-NC-SA 3.0 CL)