Hacia una Pedagogía de la Convivencia

Arístegui, Roberto; Bazán, Domingo; Leiva, Jorge Alarcón; Ferreira, Vicente; Muñoz, Bernardo; Ruz, Juan

doi:10.4067/s0718-22282005000100011

Cited by 20 publications

(22 citation statements)

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“…While originally the concept was thought of in the context of collaborative reflection for inquiry and improvement of school coexistence [5], and that similar concepts of organizational metacognition have been proposed, such as the process of recognition of knowledge networks in the management of organizational knowledge [36], the idea of institutional metacognition seeks to transcend these areas and is presented as a methodological perspective focused on the evaluation and improvement of situations that affect both learning and the school coexistence, thanks to the diagnosis, planning, intervention, and evaluation processes in participatory and reflective instances [6,8].…”

Section: Discussionmentioning

confidence: 99%

“…On the other hand, it can be used as a diagnostic mechanism for the school coexistence, determining the existence of poorly resolved situations of conflict, as well as teaching the culture of peace, necessary for the good life of the members of the educational community [5,6].…”

Section: Institutional Metacognition As a Strategy For The Promotion mentioning

confidence: 99%

“…One of these processes is called institutional metacognition (IM) originally discussed by [5], as a reflection and dialog process to deal with situations of conflict; however, it can be posed as an innovative methodology to elicit and evaluate processes of improvement and change, at both the individual level and institutional level [6].…”

Section: Introductionmentioning

confidence: 99%

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Institutional Metacognition as an Improvement Tool for Educational Management

Cornejo¹,

Céspedes²,

FelipeRodriguez-Rojas³

2018

Open and Equal Access for Learning in School Management

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A theoretical article is presented in order to describe and analyze an innovative methodology for educational management called institutional metacognition (IM), and it's defined as a reflective and participatory process of an educative community to face conflicts, applying techniques that generate a conscious, dialogical and collaboratory learning in educational organizations. This perspective is relevant to school management field, because it implies the need to build a new vision of the school as an organization that not only teaches but also learns and therefore delivers new tools to current social needs of communication and participation that are stressed nowadays in educational organizations. This process can be used as a management tool for organizational change, to promote an effective learning, and to improve coexistence in schools; it would be used to manage organizational change, and it allows monitoring and accomplishing activities and conflicts that may occur. The characteristics of IM help to improve managing the organizational process when it is visualized as a part of improvement cycle. It presents benefits to collaborative learning, diversity, conflicts mediation and participatory diagnostics. On the other hand, there are challenges that hinder their application to improve relationships, both internally, as a new and unknown tool, and externally related to features of educational institutions.

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Section: Discussionmentioning

confidence: 99%

Section: Institutional Metacognition As a Strategy For The Promotion mentioning

confidence: 99%

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Institutional Metacognition as an Improvement Tool for Educational Management

Cornejo¹,

Céspedes²,

FelipeRodriguez-Rojas³

2018

Open and Equal Access for Learning in School Management

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“…La MI mostraría varios beneficios: permite organizar responsabilidades de una manera clara y equilibrada, aumentando el logro de los procesos metacognitivos de los individuos; así mismo, fortalecer el desarrollo de estrategias de apoyo entre los integrantes del grupo o comunidad a través de la identificación de limitaciones en el desarrollo de tareas; coordinar esfuerzos entre los integrantes de la comunidad educativa, aumentando el logro de metas y de motivación; generar espacios de aprendizaje más solidarios, colaborativos y democráticos (Arístegui et al, 2005). La MI como herramienta permitiría el monitoreo participativo de las situaciones positivas y negativas en el establecimiento, lo que ayudaría a obtener información relevante y contextualizada de las necesidades de la comunidad escolar para la toma de decisiones y la asignación de funciones.…”

Section: Metacognición Institucional E Innovación En La Gestión Escolarunclassified

“…Desde esta perspectiva, las funciones de aprendizaje no deben entenderse como propias de un sistema consciente, dialógico y participativo (Arístegui et al, 2005;Barquero y Montero, 2013).…”

Section: Conclusionesunclassified

Metacognición institucional para un aprendizaje organizacional participativo: Herramienta innovadora de gestión escolar

Cornejo

Rubilar

Díaz

et al. 2015

RGE

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El siguiente ensayo analiza la metacognición en relación con las nuevas perspectivas constructivistas y como forma de aprendizaje asociado a la gestión del conocimiento y el aprendizaje organizativo. Desde esta nueva perspectiva, se valora el conocimiento de los sujetos no solo como una característica intraindividual, sino más bien interindividual (o grupal) y organizacional. Se presenta el concepto de metacognición institucional como proceso que permite generar un aprendizaje consciente, dialógico y participativo en educación. Esta mirada organizacional del conocimiento y la metacognición es relevante para el ámbito de gestión escolar, porque implica la necesidad de construir una nueva visión de la escuela como una organización que no solo enseña, sino que aprende y, en consecuencia, entrega herramientas novedosas y pertinentes a las actuales necesidades sociales de comunicación y participación que tensionan, hoy en día, a las organizaciones educativas.

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