Análisis de la incidencia del modelo pedagógico dialogante propuesto por Julián de Zubiría en las prácticas de aula de los docentes de secundaria pertenecientes a la sede El hato de la I.E.D el Hato en Choachí – Cundinamarca

Abstract

This study exposes the need to find the relationship between the implementation of the dialogical pedagogical model proposed by Julián de Zubiría and the classroom practices with the institutional educational project of the Departmental Educational Institution El Hato located in Choachí Cundinamarca. Due to the fact that there was a spontaneous implementation of the dialogical pedagogical model in the institution, we wanted to investigate the impact of it on teachers’ classroom practices; to carry out this study we used a mixed approach, a bibliographic and documentary analysis, and meta-analysis supported on data collection techniques and instruments such as semi-structured interviews and open and closed surveys, which let us to know the relationship between the dialogical pedagogical model and the teachers’ classroom practices in each of their specialties. By means of these data collection instruments, a meta-epistemic analysis was made and concluded that most of the teachers of the institution do not relate the dialogical pedagogical model in their classroom practices, some of them refer that they were not given enough training and others expressed confusion among the different existing pedagogical models. It was evidenced teachers apply pedagogical strategies from different models, but most of them continue developing learning processes aligned with the traditional model, which has resulted in a complete disarticulation between micro and meso curricula and also difficulties to achieve academic goals.