TEACHER ROOM: Methodological Strategies, # 1
For a long time, the ideal "method" was sought to carry out teaching-learning practices. For many years, the curriculum prescribed the use of certain techniques or methods to teach content at a specific time in the school year. Therefore, when reading the curriculum, it was possible to foresee what, how and whenany teacher would be teaching his students wherever he was.
The alignment of teachers' work was one more expression of the meaninglessness of work in general. Teachers lost the sense of their actions when they had to respond as transmitters of teaching by means of certain pre-selected methods.
The organization of work relegated them to the mechanical application of the curricula elaborated by the higher hierarchies, without taking into account the social, cultural and personal realities of the students.
The hope of finding the basic mechanism of all learning sought a "scientific" response in biology, in the stimulus-response arc or in some more or less innate faculties to formulate the laws corresponding to its application. However, it had the virtue of launching a powerful challenge to Pedagogy and made numerous investigations and discoveries of the nascent disciplines in search of formulating the laws of learning.
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The belief of having found the basic mechanism of learning led to an illusion of homogeneity that opened the doors to unique thoughts about teaching methods, and that put into practice the homogenizing pedagogies where inequalities are reproduced; as the labeling based on the indiscriminate application of psychometric tests, punishment, social selection through meritocracy and the social stratification of the educational offer that offers better educational opportunities to those who have more: "Unequal distribution, acquisition and valuation systems of knowledge "
In this system, the teachers fulfilled a double function: the actors of the system, through the "Transmitters of knowledge" provided in the curriculum, and simultaneously, of instructors of their innovative practices of questions and discoveries through which he perceived the cracks of pedagogical reproductivism.
Generations of educators went through the search for the "method", ideal for all students. If, as argued, education is a complex enterprise of adapting a culture to the needs of the subjects, and of their ways of knowing the needs of culture, it is clearly understood why it would be an oversimplification to suppose that such a company is only a question of finding methods or procedures more or less adjusted.
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Posted from my blog with SteemPress : http://deisip67.vornix.blog/2018/08/09/277/
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