{"id":93524,"date":"2018-03-11T10:12:58","date_gmt":"2018-03-11T10:12:58","guid":{"rendered":"https:\/\/www.deberes.net\/tesis\/sin-categoria\/la-esperanza-pedagogica-en-la-experiencia-vivida-de-los-educadores-un-estudio-fenomenologico-hermeneutico\/"},"modified":"2018-03-11T10:12:58","modified_gmt":"2018-03-11T10:12:58","slug":"la-esperanza-pedagogica-en-la-experiencia-vivida-de-los-educadores-un-estudio-fenomenologico-hermeneutico","status":"publish","type":"post","link":"https:\/\/www.deberes.net\/tesis\/pedagogia\/la-esperanza-pedagogica-en-la-experiencia-vivida-de-los-educadores-un-estudio-fenomenologico-hermeneutico\/","title":{"rendered":"La esperanza pedag\u00f3gica en la experiencia vivida de los educadores. un estudio fenomenol\u00f3gico-hermen\u00e9utico."},"content":{"rendered":"<h2>Tesis doctoral de <strong> Raquel Ayala Carabajo <\/strong><\/h2>\n<p>Resumen esta investigaci\u00f3n estudia la experiencia cotidiana de la esperanza que los educadores mantienen respecto de los ni\u00f1os y j\u00f3venes confiados a su responsabilidad pedag\u00f3gica. Se trata de un fen\u00f3meno del mundo de la vida pedag\u00f3gica normalmente dado por supuesto, pero no tratado en profundidad. La investigaci\u00f3n se plantea la descripci\u00f3n e interpretaci\u00f3n del significado esencial de esta experiencia, es decir, aquello que hace que la esperanza sea lo que es. Al mismo tiempo, aspira a revelar el sentido y la importancia pedag\u00f3gicos de la esperanza en el contexto de la pr\u00e1ctica educativa cotidiana. Con este fine adopta la metodolog\u00eda fenomenol\u00f3gico-hermen\u00e9utica formulada por max van manen.  \tdentro de esta perspectiva de investigaci\u00f3n se han usado m\u00e9todos de recogida de la experiencia (de naturaleza m\u00e1s descriptiva) y m\u00e9todos para el an\u00e1lisis-reflexi\u00f3n de la experiencia (de naturaleza m\u00e1s interpretativa). B\u00e1sicamente, la experiencia se ha recopilado mediante descripciones de experiencia vivida (devs) ofrecidas por un grupo de educadores (maestros, profesores de instituto y de universidad, orientadores y madres de familia). Estas descripciones han sido profundizadas y re-editadas mediante entrevistas conversacionales. Otras fuentes de material experiencial han sido las descripciones personales, algunas escenas de una pel\u00edcula y fragmentos de material literario. Al conjunto de material experiencial obtenido se le ha aplicado m\u00e9todos de an\u00e1lisis inspirados en la fenomenolog\u00eda y la hermen\u00e9utica: el an\u00e1lisis tem\u00e1tico y los m\u00e9todos de la reducci\u00f3n (eid\u00e9tica, fenomenol\u00f3gica, hermen\u00e9utica, etc.). Como fruto de este trabajo reflexivo se han obtenido un conjunto de significados o estructuras esenciales del fen\u00f3meno. Estos significados se recogen en un texto fenomenol\u00f3gico donde se describe e interpreta de forma evocativa la naturaleza y el sentido de la esperanza pedag\u00f3gica.  Cabe destacar que el proceso completo de investigaci\u00f3n se basa en un conjunto de supuestos epistemol\u00f3gicos inspirados en la fenomenolog\u00eda y la hermen\u00e9utica y alejados de formas tradicionales de concebir la investigaci\u00f3n educativa (tanto desde perspectivas cuantitativas como cualitativas). En este sentido, por ejemplo, se concibe la competencia pedag\u00f3gica como capacidad reflexiva y como tacto en la relaci\u00f3n con los educandos, en vez de considerarla desde la perspectiva m\u00e1s usual y convencional. \testa investigaci\u00f3n llega a desentra\u00f1ar la naturaleza profunda de la esperanza como condici\u00f3n esencial para educar. Esta esperanza puede ser experimentada como una experiencia vivida en un momento determinado y\/o como un modo de ser del educador. En este \u00faltimo caso, se desarrolla en base al esfuerzo reflexivo de actualizaci\u00f3n de ciertas convicciones pedag\u00f3gicas-clave, tales como la capacidad que tienen los menores de cambiar y superarse a s\u00ed mismos y la eficacia de la influencia que tienen los educadores sobre ellos. As\u00ed tambi\u00e9n, requiere un aut\u00e9ntico compromiso y afecto por los educandos en un sentido pedag\u00f3gico. La esperanza pedag\u00f3gica se incardina en la realidad educativa, caracterizada por ser compleja y dif\u00edcil, desarrollando una percepci\u00f3n alternativa de las personas y situaciones y orient\u00e1ndose por la b\u00fasqueda del bien pedag\u00f3gico de los educandos. La esperanza da a los educadores una actitud de apertura hacia los ni\u00f1os y j\u00f3venes y les predispone para: ofrecer genuinas oportunidades educativas, mantener la paciencia al mismo tiempo que la exigencia, generar expectativas positivas y movilizarle hacia una b\u00fasqueda de formas pedag\u00f3gicas m\u00e1s adecuadas para responder a las necesidades de los educandos. La esperanza, adem\u00e1s de ser una experiencia inefable, en el caso de los profesores tiene una existencia limitada al per\u00edodo de contacto directo con los alumnos, pero deja una huella profunda en la experiencia y mentalidad de los primeros. La importancia de esta experiencia se revela en los efectos que ha tenido y tiene sobre las vidas acad\u00e9micas y personales de muchas personas. Un educador con esperanza descubre el valor del aprendizaje y de los alumnos, ya que les ofrece la posibilidad de expresar sus potencialidades como aprendices y como personas, abre puertas para el trabajo educativo, genera confianza en el educando y en otros adultos relacionados, y hace posible transformaciones sorprendentes en el curso de las vidas acad\u00e9micas de muchos ni\u00f1os y j\u00f3venes.   abstract this investigation studies the daily experience of pedagogical hope, that educators maintain with respect to the children and young people entrusted to their pedagogical care. This is a phenomenon of the world of pedagogical life, which is commonly taken for granted and is lacking in systematic study. The aim of this research is to describe and  interpret the essential meaning of this experience, that is to say, what makes pedagogical hope what it is. At the same time, it aspires to disclose the pedagogical meaning and significance of hope in the context of everyday educative practice. Seeking this purpose, this study adopts the hermeneutic phenomenological methodology proposed by max van manen. within this approach, methods to gather lived experience (which are of a more descriptive nature) and methods of analysis\/reflection on this experience (which are of a more interpretative nature) have been used. Basically, experiences of pedagogical hope have been compiled as lived-experience descriptions (leds) offered by a group of educators (primary and secondary teachers, professors, advisers and mothers). These descriptions have been enriched and reedited by means of conversational interviews. Other sources of experiential material are personal descriptions, some scenes from a film and literary material. Reflective methods inspired by phenomenology and hermeneutics (for instance, thematic analysis and eidetic reduction) have been applied to this body of experiential material.  as a result of this reflective work, a set of essential structures of the phenomenon have been obtained. These meanings are presented as a phenomenological text that evocatively describes and interprets the nature and sense of pedagogical hope. It is necessary to emphasize that the complete process of investigation is based on a set of epistemological assumptions inspired by phenomenology and hermeneutics , a mentality which differs from traditional forms of conceiving educational research, both in a quantitative and qualitative framework. For instance, pedagogical competence is conceived as the development of thoughtfulness and tact when dealing with children and youngsters. this inquiry discloses the deep nature of hope as an essential condition for educating. In this context, hope takes the form of a lived-experience in a concrete moment and\/or a way of being educator. In the latter case, hope is developed on the basis of the reflective effort to consider certain basic pedagogical convictions, such as  the capability of children and young people to change and to improve, and the powerful influence that educators have on students. Moreover, pedagogical hope requires an authentic commitment and affection towards students in a pedagogical sense. This experience or way of being takes root in the educative reality, characterized by its complexity and difficulty, developing an alternative perception of people and situations. This hope is inspired by what is pedagogically good for children and youngsters. hope engenders an attitude of opening towards students and predisposes the teacher to offer genuine educative opportunities; to maintain patience while  demanding certain academic standards; to generate positive expectations and to mobilize educators towards a search for pedagogical forms adapted especially to respond to the needs of pupils. Hope, besides being an indescribable experience for teachers,  is an experience limited to the period of direct relationship with students. Nevertheless, it makes a deep impression on the mind and the experience of the educator. The significance of this experience is revealed through its effects on the academic and personal lives of many people.  A hopeful educator discovers the value of learning and the worth of his\/her students thanks to the fact that he\/she gives them the possibilities to express their potentialities.  Pedagogical hope opens doors for educational work, generating confidence and promoting real transformations in the lives of many children and young people.<\/p>\n<p>&nbsp;<\/p>\n<h3>Datos acad\u00e9micos de la tesis doctoral \u00ab<strong>La esperanza pedag\u00f3gica en la experiencia vivida de los educadores. un estudio fenomenol\u00f3gico-hermen\u00e9utico.<\/strong>\u00ab<\/h3>\n<ul>\n<li><strong>T\u00edtulo de la tesis:<\/strong>\u00a0 La esperanza pedag\u00f3gica en la experiencia vivida de los educadores. un estudio fenomenol\u00f3gico-hermen\u00e9utico. <\/li>\n<li><strong>Autor:<\/strong>\u00a0 Raquel Ayala Carabajo <\/li>\n<li><strong>Universidad:<\/strong>\u00a0 Aut\u00f3noma de barcelona<\/li>\n<li><strong>Fecha de lectura de la tesis:<\/strong>\u00a0 26\/05\/2009<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h3>Direcci\u00f3n y tribunal<\/h3>\n<ul>\n<li><strong>Director de la tesis<\/strong>\n<ul>\n<li>Josep Antoni Jord\u00e1n Sierra<\/li>\n<\/ul>\n<\/li>\n<li><strong>Tribunal<\/strong>\n<ul>\n<li>Presidente del tribunal: octavi Fullat genis <\/li>\n<li>petra Mar\u00eda P\u00e9rez alonso-geta (vocal)<\/li>\n<li>  (vocal)<\/li>\n<li>  (vocal)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Tesis doctoral de Raquel Ayala Carabajo Resumen esta investigaci\u00f3n estudia la experiencia cotidiana de la esperanza que los educadores mantienen 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