Empoderamiento de los estudiantes en la actividad docente universitaria
Fecha
2014-06-26
Autores
Cartaya Gálvez, Marta María
Título de la revista
ISSN de la revista
Título del volumen
Editor
Resumen
La presente investigación se efectuó en la Facultad de Psicología de la Universidad Central “Marta Abreu” de Las Villas, y tuvo como objetivo: potenciar la simetría en la relación de poder profesor-estudiantes. Se trabajó desde el paradigma cualitativo de investigación, con el método de Investigación-Acción-Participación (IAP), desde referentes de la Psicología Social con enfoque histórico-cultural.
Se fundamentan como indicadores teóricos para la transformación de las relaciones de poder entre profesor-estudiante: oposición y conflicto de intereses, transformaciones en los roles grupales, posesión diferencial de recursos en relación estudiante-profesor, efectos del poder en la relación social, mecanismos de influencia profesor-estudiante, dialogicidad en la comunicación profesor–estudiante y potencialidades de las TIC como mediadoras para el desarrollo de relaciones más simétricas profesor-estudiante. Los mediadores más significativos para la transformación fueron: la acción del profesor, el uso de las TIC, y la Dirección compartida de la actividad docente.
Como resultado de la experiencia se logró en los estudiantes: compromiso e identificación con su formación y con el grupo; uso de mecanismos de influencia social que facilitaron mayor compromiso en las relaciones con el docente y entre sus compañeros (identificación, sanciones positivas, métodos de atracción y la innovación); reflexividad individual y grupal en relación a la actividad; y desarrollo de la cohesión grupal.
This investigation was carried out at the Psychology Faculty of the Central University “Marta Abreu” from Las Villas, and it was aimed at potentiating the symmetry in the teacher-student relationship of power. This paper followed the qualitative paradigm of investigation, along with the method of Investigation-Action-Participation (IAP), from referents from Social Psychology with a historical-cultural approach. The theoretical indicators for the transformation of the relationship of power between teacher and student followed in this investigation are: the opposition and conflict of interests, the transformations in the group roles, the differential possession of resources in the teacher-student relationship, the effects of power in social relationships, the mechanisms of influence between teacher and student, the dialog in the teacher-student communication, and the use of ICT as facilitators in the development of more symmetric relations between teacher and students. The most significant mediators in this transformation were: the performance of the teacher, the use of the ICT, and the shared responsibility in the teaching process. From this experience several results were accomplished in the students: the commitment and identification with their professional training and their group; the use of mechanisms of social influence that provided a better sense of commitment in the relation with their teacher and their own peers (identification, positive sanctions, methods of attraction, and innovation); the individual or group thinking in relation to the activity; and the development of group cohesion.
This investigation was carried out at the Psychology Faculty of the Central University “Marta Abreu” from Las Villas, and it was aimed at potentiating the symmetry in the teacher-student relationship of power. This paper followed the qualitative paradigm of investigation, along with the method of Investigation-Action-Participation (IAP), from referents from Social Psychology with a historical-cultural approach. The theoretical indicators for the transformation of the relationship of power between teacher and student followed in this investigation are: the opposition and conflict of interests, the transformations in the group roles, the differential possession of resources in the teacher-student relationship, the effects of power in social relationships, the mechanisms of influence between teacher and student, the dialog in the teacher-student communication, and the use of ICT as facilitators in the development of more symmetric relations between teacher and students. The most significant mediators in this transformation were: the performance of the teacher, the use of the ICT, and the shared responsibility in the teaching process. From this experience several results were accomplished in the students: the commitment and identification with their professional training and their group; the use of mechanisms of social influence that provided a better sense of commitment in the relation with their teacher and their own peers (identification, positive sanctions, methods of attraction, and innovation); the individual or group thinking in relation to the activity; and the development of group cohesion.
Descripción
Palabras clave
Relaciones Profesor - Alumno, Grupos Sociales, Comunicación Social, Tecnología de la Información y las Comunicaciones, Teacher - Student Relationships, Groups, Social Comunication, Information Technology and Communications