Posibilidades educativas del adolescente infractor de la ley: desafíos y proyecciones a partir de su propensión a aprender

Abstract

Este trabajo describe las posibilidades educativas que poseen un grupo de adolescentes infractores de la ley insertos en el Programa Salidas Alternativas a partir de su propensión a aprender. Así, nos interesó identificar los patrones que integrarían la propensión a aprender de estos jóvenes y explorar los contextos en que propenden a aprender para revelar alternativas de modificabilidad cognitiva que apoyen sus procesos de reinserción social y educativa. El estudio utilizó el análisis de contenido, siguiendo la lógica de la Teoría Fundamentada y las Historias de Vida. En síntesis, pudimos observar que la propensión a aprender que exhiben estos adolescentes no estaría siendo debidamente reconocida y/o potenciada dentro de contextos

Pedagogical Strategies to Promote Mediated Learning Experiences in Vulnerable Contexts

“…In this respect, López de Maturana (2001) emphasizes the importance of synergistic, noninvasive strategies that transform the school into a modifying active environment capable of amplifying the relationships between the educator, the stimulus and the student, discarding pedagogical practice which is unidirectional, authoritarian, passive, and monotonous that restricts the students' learning (Sandoval, 2014a;Sandoval, 2014b;Sandoval & López de Maturana, 2017). Consequently, we identify practical elements consistent with Vaello (2011), who emphasizes the importance of educators incorporating effective strategies for group management and management within the classroom, establishing conditions conducive to learning (negotiation, motivation, control, or persuasion, for example) (p. 24).Capturing the attention of students and engaging them in their educational process in line with what the educator provides, generate more solid, independent and integral knowledge (Ortiz, 2004).…”

“…From a critical perspective, educational psychologists from non-traditional educational fields (with law offender adolescents, as is our case), we detected an excluding school practice anchored in a rigidly established and internalized curriculum, and teachers' homogenizing practices of students with regards to their educational possibilities, without acknowledging individual differences. However, and paradoxically, these practices favor socialization, making it possible to acquire knowledge that is unavoidable for students' development in daily life, providing them with tools that contribute to inclusion in a particular sociocultural group (Sandoval, 2014a). Nevertheless, is this knowledge unique and necessary for the integral development of a teenage lawbreaker?…”

Measuring satisfaction levels of food and beverage establishments, second and third category accommodations

“…The mixed approach is a method that collects, analyzes, and links quantitative and qualitative data in the same study to answer a question. In his study Obando (2014) states that the quantitative approach is applied to determine numerical results using the survey research technique. And the qualitative approach to explain, describe and explore information from food, beverage and lodging establishments of second and third category in the downtown area of the city of Guayaquil.…”