IV Congresso Internacional de Pedagogia Social

Resumen

PELETEIRO VAZQUEZ, Isabel Elena y GARCIA DE TOVAR, Meylieng. Génesis y construcción de una disciplina en venezuela: la pedagogía social. Reflexiones desde la transformación curricular en la universidad pedagógica experimental libertador. In Anales del 4o. Congresso Internacional de Pedagogia Social IV Congresso Internacional de Pedagogia Social, 2012, São Paulo (SP, Brasil) [online]. 2012 [citado 20 Abril 2024]. Disponible en: <http://www.proceedings.scielo.br/scielo.php?script=sci_arttext&pid=MSC0000000092012000100036&lng=es&nrm=iso> .

This research aims to outline the origin and basic construction of Social Pedagogy in Venezuela since the Liberator Experimental Pedagogical University. We describe the historical overview of the pioneering experiments conducted by researchers from teachers unconventional practice various scenarios: poverty communities, hospitals, prisons and places special emphasis on the care of adolescents in conflict with the Law criminal. It explains the transcendent experience through the Convention UPEL-INAM-CAB, which resulted in the formation of the Specialty Undergraduate Social Pedagogy and whose graduates are subject to an action research process for monitoring and continuous training in Pedagogy Social nationwide. It highlights the values, ethics and the importance of Social Pedagogy in the formation of a teaching profile consubstantiated with the social demands of today's Venezuela. The theoretical framework are: Paulo Freire, Antonio Petrus, JA Caride, Montero, N., Perdomo G., Perez de Santos and others. The methodology is to carry virtual and preparatory meetings in which social educators present their progress on action research from the various regions of the country. At present we consider it very appropriate for curriculum changes in UPEL is tuned with the social approaches concerning other universities are developing the world and Latin America, for this reason and for being a pioneer in university experiences through Social Pedagogy of that agreement, we present a collection of reflections and insights from transforming and renewing practices that identify our Alma Mater with the sociocultural dynamics in the world. The conclusions of the study important emerging categories for curriculum analysis should be treated with special emphasis: Human Rights, Peace Education, Interculturality, Diversity, Coexistence, Tolerance, Respect, Social Responsibility and Business University among other categories . It concluded that the process of curricular change is proposed curriculum continuum from the double perspective: Social Pedagogy at the heart of Undergraduate Curriculum, validated design called "Specialization in Social Pedagogy," the Master of Education Graduated from Social and Extension following by the PhD degree in Social Pedagogy. This follows the track of its graduates leaders in their domestic spaces formed by the renowned Institute of UPEL-IMPM during the periods: 1999-2010.

Palabras llave : Social Pedagogy; Formación Professor; Curriculum Transformation; Investigación-Acción; Follow-up Teacher in service.