Pedagogical autonomy as a formative potential in educational actors in the classroom

Ángel Deroncele Acosta

Research output: Contribution to journalArticlepeer-review

Abstract

The objective of the research was to evaluate, based on scientific evidence, the approach to pedagogical autonomy as a training potential in educational actors in the classroom. An analysis of specialized scientific literature is presented, essentially focused on Scopus, Web of Science and Scielo; The epistemological systematization allowed recognizing an insufficient approach to pedagogical autonomy in the actors of the educational process in the classroom, so it is proposed to move from a traditional centralist perspective that places pedagogical autonomy as a state competence, towards a perspective of pedagogical autonomy as a formative potential concretized in a socio-praxiological tool, for the dynamization of emotional, disciplinary and didactic-transforming resources by the teacher, as well as creativity, proactivity and innovation resources by the student, which converge in an ethical and social responsibility in decision-making in and from the training process.
Translated title of the contributionPedagogical autonomy as a formative potential in educational actors in the classroom
Original languageSpanish (Peru)
Pages (from-to)225-233
Number of pages9
JournalRevista Conrado
Volume17
Issue number79
StatePublished - 2021
Externally publishedYes

Keywords

  • Pedagogical autonomy
  • training potential
  • classroom
  • educational actors
  • competition

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