Agudelo Arteaga, Karen PatriciaGonzález – Arizmendi, SamuelAlvarez Ruiz, Leidys Marcela2023-02-132024-02-102023-02-132023-02-10https://repositorio.unicordoba.edu.co/handle/ucordoba/7090The systematization of the pedagogical practice of teachers is a key and important point that they should perform since it allows them to make visible the understanding, reflection and development that they approach from the social relations that happen around their academic and intellectual processes. Even so, despite all the importance of this process, it is not a habit or a frequent occurrence and that is why today few teachers write and reflect on the experiences they witness daily in their educational environment. Because of this, this proposal arises with the intention that teachers can organize and structure their practice and as main objective to systematize the pedagogical practice of a vital teacher of natural sciences of the Juan XXIII Educational Institution at La Esperanza from the inclusive critical pedagogical approach of the Epcis suvidagogy, where initially the elements of didactic strategy of this approach were identified, then the didactic strategy TAC (Conceptual Open Text) was applied and subsequently it was analyzed if the applied strategy is a fundamental tool to systematize the pedagogical practice of the teacher. The methodology was inclined under a constructivist paradigm, with a qualitative approach and the techniques used for data collection were the semi-structured interview, participant observation and the route to decant the information for systematization purposes provided by the suvidagogical approach. Finally, it was possible to systematize the pedagogical practice through the construction of the TAC (Conceptual Open Text) which allowed the teacher to reflect on his life history, the construction of new knowledge, to gather lessons that will allow him to enrich his practice and to encourage him to continue systematizing his teaching practiceTabla de contenido1. CAPÍTULO I: INTRODUCCIÓN................................................................................... 151.1. OBJETIVOS.................................................................................................................. 231.1.1 Objetivo General ...................................................................................................... 231.1.2 Objetivos Específicos................................................................................................ 232. CAPÍTULO II: MARCO REFERENCIAL.................................................................... 242.1 ANTECEDENTES O ESTADO DE ARTE ..................................................................... 242.1.1 A nivel Internacional................................................................................................... 242.1.2 A nivel Nacional........................................................................................................... 262.1.3 A nivel Regional........................................................................................................... 282.2 MARCO TÉORICO .............................................................................................................. 292.2.1 Práctica pedagógica del docente .................................................................................... 292.2.2 Sistematización de experiencias educativas.................................................................. 312.2.3 Enfoque pedagógico crítico inclusivo: Suvidagogía ..................................................... 322.2.4 Docente vital............................................................................................................... 362.3 MARCO LEGAL .............................................................................................................. 382.4 MARCO CONTEXTUAL ................................................................................................ 423. CAPÍTULO III: MARCO METODOLÓGICO............................................................. 443.1 Paradigma........................................................................................................................... 453.2 Enfoque ............................................................................................................................... 463.3 Tipo de investigación.......................................................................................................... 473.4 Técnicas e instrumentos..................................................................................................... 493.5 Población............................................................................................................................. 513.6 Muestra ............................................................................................................................... 513.7 Fases del diseño metodológico........................................................................................... 513.7.1 Fase 1: Identificación de estrategia didáctica ........................................................... 523.7.2 Fase 2: Aplicación de la estrategia didáctica TAC ................................................ 523.7.3 Fase 3: Análisis del TAC como herramienta de sistematización.......................... 533.8 Análisis de los datos....................................................................................................... 534. CAPÍTULO IV: ANALISIS Y DISCUSIÓN DE RESULTADOS................................ 544.1 Análisis del primero objetivo: ........................................................................................... 554.1.1 Deber ser del docente vital.......................................................................................... 594.1.2 Deber saber del docente vital...................................................................................... 654.1.3 Deber hacer del docente vital ..................................................................................... 694.2 Análisis del segundo objetivo: ........................................................................................... 744.2.1 Sistematización de la trayectoria académica y educativa del maestro Pacho a través de la pedagogía suvidagógica............................................................................................................ 784.3 Análisis tercer objetivo:..................................................................................................... 894.3.1 TAC como herramienta sistémica.................................................................................. 914.3.2 Debilidades del enfoque suvidagógico ........................................................................... 924.3.3 Fortalezas de la estrategia didáctica del TAC .............................................................. 934.3.4 Aportes del TAC.............................................................................................................. 934.3.5 Prospectiva del TAC ....................................................................................................... 945. CAPÍTULO V: CONCLUSIONES.................................................................................. 956. RECOMENDACIONES................................................................................................... 987. BIBLIOGRAFÍA............................................................................................................. 100application/pdfspaCopyright Universidad de Córdoba, 2023Trabajo de grado - Pregradoinfo:eu-repo/semantics/closedAccessAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)SistematizaciónPráctica pedagógicaSuvidagogíaTACDocente vitalSystematizationPedagogical practiceSuvidagogyTACVital teacher