Conceptualización del saber pedagógico de los maestros de ciencias sociales y humanidades del colegio Agustiniano Ciudad Salitre a través de sus prácticas pedagógicas

Abstract

In the school of the 21st century, it is necessary to look again at the key concepts that pedagogy has created throughout its history to understand the phenomenon of educating new generations in formal scenarios. The above assertion generates an interest in knowing the teaching subjects (teachers) and the way in which they exercise mastery of their observable pedagogical knowledge from the practices they perform in the classroom; with the above, a teacher with the ability to reflect and have the ability of self-criticism to keep in permanent training is consolidated, from formal studies to qualitative improvement from their awareness of the educational process they carry out. One of the ways to access this subjective knowledge is through the hermeneutic interpretation of the narratives and descriptions made by the teachers with the use of the interview and the survey. To conclude in a proposal for the reconceptualization of pedagogical knowledge as a necessary category within pedagogy, and in turn to build in it a sense for the knowledge proper to this discipline.