extensión e investigación desde un diseño de investigación acción participativa. El proyecto buscó diseñar prácticas de curricularización de la extensión, brindando a los estudiantes la oportunidad de involucrarse en problemas de la comunidad, trabajando en escenarios donde el aprendizaje y la enseñanza sean bidireccionales y ejerciten habilidades sociales de interacción con otros actores. Para los docentes, implicó problematizar y resignificar la práctica y poner a prueba otras formas de enseñar, aprender y evaluar, orientadas a fortalecer la formación integral de los futuros profesionales generando espacios donde los contenidos curriculares específicos se construyan a la luz de los saberes alimentarios populares, entendidos desde el análisis científico.
This article presents contributions and challenges regarding triangulation processes performed in social and educational research, on the basis of a completed project at: University of Buenos Aires-Argentina, Faculty of Philosophy and Letters/School of Educational Sciences Area. This research project refers to a network analysis of conditions which either ease or block education claims, derived from individual and social groups educational needs upon a 'permanent education' in a lifelong context. This research is based on educational poverty diagnoses around young adults and the adult population from Argentina. This paper unravels-through different work lines-a 'black box' originated as a consequence of historical, social, individual processes, accounting for the re-creation or breakdown of these poverty situations, advance or cumulative advantage educational principles, specially focused on a triangulation and combined approach. In other words, such methodological strategy suggested, will be described fulfil and consists of the methodological convergence of different ways of building science processes in a educational-social area: a Verificative Approach (traditionally associated with quantitative methods), a Conceptual Generative Approach (traditionally associated with qualitative methods), and a Participatory Praxis Approach (traditionally associated with participatory research methods). By virtue of this methodological perspective, it will highlight what it may be considered as innovative contributions and challenges linked to a network analysis of conditions which either ease or block education claims, derived from individual and social groups educational needs upon a 'permanent education' in a lifelong context. Let us start by mentioning "how to make triangulation processes" as regards to our project and secondly, we will address a variety of theoretical issues about integrated triangulation. In essence, these potential approaches refer to an old discussion on the possibilities of a combined paradigm in which different epistemological viewpoints of the world are mixed, the social backgrounds, and the construction of scientific knowledge in such a social field.
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“Saberes y sabores en diálogo” tiene como eje la integración de docencia, extensión e investigación desde un diseño de Investigación–Acción Participativa (IAP). Enfrentamos el desafío de diseñar prácticas de extensión integradas al currículo universitario para brindar a los estudiantes la oportunidad de involucrarse en los problemas reales de la comunidad y ejercitar las habilidades propias del investigador. Por ser un proyecto de IAP, se fue construyendo conocimiento a partir de las instancias de trabajo colectivo, que permitieron valorizar los saberes previos de todas las personas ligados a su alimentación, producir recursos educativos que dieron cuenta de las reflexiones generadas durante el proceso y propiciaron el enriquecimiento recíproco. Esta propuesta posibilitó fortalecer y estimular el desarrollo y la formación integral de los futuros profesionales al generar un espacio donde los contenidos curriculares específicos se construyan a la luz de los saberes alimentarios populares, así como estos se entiendan desde el análisis científico.
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