TOWARDS EPISTEMOLOGY OF EDUCATION Andragogic. ACTORS critical andragogy is a learning proposal that aims to help students question and challenge the dominance and the beliefs and practices that generate it. In other words, is a theory and practice (praxis) in which students achieve critical consciousness.
In this tradition, the teacher works to lead students to question theories and practices regarded as repressive (including those that occur in the school), encouraging responses generate liberating both individually and collectively, which cause changes in current conditions of life.
Often the student starts questioning himself as a member of a group or social process (including religion, national identity, cultural norms established roles.) After reaching a point of revelation, which begins to see their society as profoundly flawed, is encouraged to share this knowledge in an attempt to change the oppressive nature of society. CONTEXTUAL ENVIRONMENTAL PARADIGM
According to this theory, every person is affected significantly by the interactions of a series of overlapping systems:
Microsystems
are configured in an intimate and immediate human development. For children, the primary microsystem include family, peer group, classroom, neighborhood, etc .... ie the area closest to the individual.
mesosystems
refer to interactions between the microsystems, as when, for example, parents coordinate their efforts with teachers to educate children. Exosystem
include all major external networks that the structures above the neighborhood, location, etc. .. the city.
Macrosystem
What shape cultural and political values \u200b\u200bof a society, economic models and social conditions ... etc.
Cronosistema
The historical period in which the individual lives.
Globosistema
Refers environmental condition.
Thus, this theory is part of the dialectical theories that explain the context of individual behavior change through the influence of the surroundings or being, therefore, a multi-change (as an individual culture is a way be different from another), multicontextual and multicultural.
Thus, this theory held that the forces of international politics and cultural traditions, seemingly distant, could have an impact on every person in development. For example, the Iraq war may depress anyone or cause any regression.
Another aspect of his theory is the butterfly effect, a small change in the person's life can cause a huge effect on a dynamic system, the possibility that a small stimulus can cause a great movement applies to the thoughts and actions of men and the natural sciences. Minimal change, a small gesture or a word may generate an effect impressive (Masterpasqua and Perna, 1997).
Society is not a deterministic machine, predictable, trivial. The society is an organizational system in which social actors act so many times unpredictable. They are actors-subjects-strategists located within CONTEXTS Greening.
From the moment that social actors interact with the result of individual action depends not only on the intention of acting. One thing is the result and one intended. This has been explained very well Edgar Morin when he says that every activity that we make should always take into account the uncertainty principle, because all social action is self-eco-re-organizing.
basic metaphor of this paradigm is the cultural setting that enables learning organized and shared context. Context = interpreted and conceptualized experience that promotes meaningful learning. It considers the interrelationships between person and person-group-group environment.
MODEL OF TEACHER
A CRITICAL TECHNICAL, a mediator of social and institutional culture and a mediator of learning. The teacher is a manager of the classroom: power interactions, creates, generates a climate of trust. Speakers from a critical perspective to socialize and in-culture and thus develop skills and values \u200b\u200bmainly. SYNERGISTIC
THEORY Theory synergistic aims to understand education as a process resulting from the dialectic of the forces engaged in its development.
These forces are the actors, managers of the educational relationship. Actors who are in the process where they interact and inter-learning.
This dynamic forces is a development and not dissipated by having a common purpose, this purpose is an end-teleological evolution, its identity is sufficiently coherent to form a system, because the objectives of these forces, their evolution and common mission and complementary and synergistic dynamics of forces form a system of actors in favor of cognitive development.
education system Dialogic is a really open-closed, open as it is influenced by the surroundings and influence the environment and the atmosphere closed by the closure so that the system leads to co-drift with that environment, this means that the system does not lose its identity when it gets its goals and continues to work many years after the class period ended, because you do multi-system is diversified and replicated in multiple new scenarios.
This diversification process muti-hop scenario is a dialectic in which the process of the education system goes from being uni-centric to multi-center, is when a system of limited entry and exit ends becoming a complex system multiple inputs and outputs of information, example is a class that over time becomes a global network of researchers located in various parts of the world by activating a social network research and education.
When there is synergistic and educational system?, From a systemic logic, no one can speak of a synergistic process-to-systemic, anti-dialectical and anti-dialogical, because the interaction of forces and actors is taking simultaneously and eternally. What happens is that ignorance of this process renders the synergistic potential of the system is kept to a minimum and its effects do not become revolutionaries. When
people reach consciousness synergistically systemic nature of the educational process, the same process is triggered and self-organized in co-drift so that its objectives are achieved in less time and energy spent much less optimal quality in the process of educational information.
And if the process is dialogically oriented environment, this eco-orientation allows the actors to the bio-feedback necessary to be active co-constructors of their immediate reality, solving real problems and integrating community as real historical and social subjects . CONCLUSION
is vital for a university teaching have training in andragogy and psychology education, so you can get and develop useful tools to achieve empathy, motivation, knowledge transfer, mediation and facilitation of information, as well as develop an understanding of social historical realities of their learners. We have heard
Case Paulo Freire: Nobody educates anyone, and before this axiom supposed to be mediators or facilitators of adult self-learning based on their own life experience and their own understanding of the existential reality.
But the role of the educator can not be limited to the motivator, which only sells the idea to the student to use the product of education. Nor
the teacher is only a therapist who leads his pupil to a catharsis that frees them from their temporary moments of stress, anxiety or distress.
Nor is his role of facilitator of workshops which delivers a little pill information to be understood as well as possible and meet the objectives as well programmed to enable the teacher to collect your check.
The educator must be a player manager in the complex system of education, should plan flexible experience, must assess the climate of his class, you must update the information from his teaching job to understand your classroom as a laboratory and bring your lab field must coordinate sub working groups to assess the innate abilities each of their students, understand their alliances and conflicts, mediate in conflicts and exploiting this alliance, understand the nature of the personality of their learners and their achievements and feedback from inter-constant and dynamic learning.
is valid for all this knowledge that provides adult education teaching educational psychology that can give motivational tools, generating empathy, teamwork, problem solving and evaluation of equipment and learning subjects.
Little by little the teachers trained in the science and art that is adult education teaching educational psychology, the paradigm of education critical, social and emancipatory, it is now recognized as appropriate for work in adult education, and will progress in the ecological paradigm contextual and synergistic systems, knowledge that will surely bring a new revolution in education in the country, when we can get rid of once and for all of inertia in which behaviorism is still submerged and we finally managed to transform the education system in a working system and no longer a social control system that benefits the operation of the masters of the mercantile system on new skilled labor.
