Identidad pedagógica de las instituciones educativas
Organizational pedagogical identity is understood as a pedagogical device, a construct designed to bridge the gap between educational intentions and teaching practices within educational organizations. This is achieved by fostering greater pedagogical coherence in curricular actions through the esta...
Na minha lista:
| Principais autores: | , |
|---|---|
| Formato: | Online |
| Idioma: | espanhol |
| Publicado em: |
Editorial Unimagdalena
2025
|
| Assuntos: | |
| Acesso em linha: | ONIX_20250806T131938_9789587467949_11 |
| Tags: |
Sem tags, seja o primeiro a adicionar uma tag!
|
| _version_ | 1869531580542746624 |
|---|---|
| author | Luis González Acuña, Edgardo Oswaldo Sánchez Buitrago, Jorge |
| author_browse | Luis González Acuña, Edgardo Oswaldo Sánchez Buitrago, Jorge |
| author_facet | Luis González Acuña, Edgardo Oswaldo Sánchez Buitrago, Jorge |
| author_sort | Luis González Acuña, Edgardo |
| collection | Directory of Open Access Books |
| description | Organizational pedagogical identity is understood as a pedagogical device, a construct designed to bridge the gap between educational intentions and teaching practices within educational organizations. This is achieved by fostering greater pedagogical coherence in curricular actions through the establishment of an order that connects discourses, structures, subjectivities, and practices. This connection helps to overcome common institutional challenges, such as discursive overload, weak formalization, crises of subjectivity, and disjointed practices—factors that often result in curricular actions developing in a state of constant tension and losing pedagogical coherence.Pedagogical coherence emerges as a key category for organizing curriculum management processes in educational organizations. It involves building bridges that transcend institutional issues like curricular recontextualization, balancing objective and subjective curricular structures, and legitimizing curricular practices. These strategies serve as mediators in addressing the aforementioned challenges.The aim of this work is to establish a shared discourse within the collective framework of educational organizations, enabling the emergence of coherent ways of articulating, acting, reflecting, and conducting oneself pedagogically. This would create a curricular order that strengthens pedagogical coherence and contributes to the enhancement of educational quality from a pedagogical standpoint, in alignment with the core mission of these organizations. |
| format | Online |
| id | doab-20.500.12854ir-163917 |
| institution | Directory of Open Access Books |
| language | spa |
| publishDate | 2025 |
| publishDateRange | 2025 |
| publishDateSort | 2025 |
| publisher | Editorial Unimagdalena |
| publisherStr | Editorial Unimagdalena |
| record_format | ojs |
| spelling | doab-20.500.12854ir-1639172025-08-06T11:22:26Z Identidad pedagógica de las instituciones educativas Luis González Acuña, Edgardo Oswaldo Sánchez Buitrago, Jorge Identidad pedagógica Dispositivo pedagógico Organizaciones educativas thema EDItEUR::J Society and Social Sciences::JN Education Organizational pedagogical identity is understood as a pedagogical device, a construct designed to bridge the gap between educational intentions and teaching practices within educational organizations. This is achieved by fostering greater pedagogical coherence in curricular actions through the establishment of an order that connects discourses, structures, subjectivities, and practices. This connection helps to overcome common institutional challenges, such as discursive overload, weak formalization, crises of subjectivity, and disjointed practices—factors that often result in curricular actions developing in a state of constant tension and losing pedagogical coherence.Pedagogical coherence emerges as a key category for organizing curriculum management processes in educational organizations. It involves building bridges that transcend institutional issues like curricular recontextualization, balancing objective and subjective curricular structures, and legitimizing curricular practices. These strategies serve as mediators in addressing the aforementioned challenges.The aim of this work is to establish a shared discourse within the collective framework of educational organizations, enabling the emergence of coherent ways of articulating, acting, reflecting, and conducting oneself pedagogically. This would create a curricular order that strengthens pedagogical coherence and contributes to the enhancement of educational quality from a pedagogical standpoint, in alignment with the core mission of these organizations. 2025-08-06T11:22:25Z 2025-08-06T11:22:25Z 2024 book ONIX_20250806T131938_9789587467949_11 9789587467949 https://directory.doabooks.org/handle/20.500.12854/163917 spa image/jpeg n/a https://libros.unimagdalena.edu.co/identidad-pedagogica-de-las-instituciones-educativas-3hpjo.html https://libros.unimagdalena.edu.co/identidad-pedagogica-de-las-instituciones-educativas-3hpjo.html Editorial Unimagdalena 10.21676/9789587467925.9789587467932 Organizational pedagogical identity is understood as a pedagogical device, a construct designed to bridge the gap between educational intentions and teaching practices within educational organizations. This is achieved by fostering greater pedagogical coherence in curricular actions through the establishment of an order that connects discourses, structures, subjectivities, and practices. This connection helps to overcome common institutional challenges, such as discursive overload, weak formalization, crises of subjectivity, and disjointed practices—factors that often result in curricular actions developing in a state of constant tension and losing pedagogical coherence.Pedagogical coherence emerges as a key category for organizing curriculum management processes in educational organizations. It involves building bridges that transcend institutional issues like curricular recontextualization, balancing objective and subjective curricular structures, and legitimizing curricular practices. These strategies serve as mediators in addressing the aforementioned challenges.The aim of this work is to establish a shared discourse within the collective framework of educational organizations, enabling the emergence of coherent ways of articulating, acting, reflecting, and conducting oneself pedagogically. This would create a curricular order that strengthens pedagogical coherence and contributes to the enhancement of educational quality from a pedagogical standpoint, in alignment with the core mission of these organizations. 10.21676/9789587467925.9789587467932 b44268ac-7191-4da7-b08f-6eb4991f29fd 9789587467949 156 Colombia open access |
| spellingShingle | Identidad pedagógica Dispositivo pedagógico Organizaciones educativas thema EDItEUR::J Society and Social Sciences::JN Education Luis González Acuña, Edgardo Oswaldo Sánchez Buitrago, Jorge Identidad pedagógica de las instituciones educativas |
| title | Identidad pedagógica de las instituciones educativas |
| title_full | Identidad pedagógica de las instituciones educativas |
| title_fullStr | Identidad pedagógica de las instituciones educativas |
| title_full_unstemmed | Identidad pedagógica de las instituciones educativas |
| title_short | Identidad pedagógica de las instituciones educativas |
| title_sort | identidad pedagogica de las instituciones educativas |
| topic | Identidad pedagógica Dispositivo pedagógico Organizaciones educativas thema EDItEUR::J Society and Social Sciences::JN Education |
| topic_facet | Identidad pedagógica Dispositivo pedagógico Organizaciones educativas thema EDItEUR::J Society and Social Sciences::JN Education |
| url | ONIX_20250806T131938_9789587467949_11 |
| work_keys_str_mv | AT luisgonzalezacunaedgardo identidadpedagogicadelasinstitucioneseducativas AT oswaldosanchezbuitragojorge identidadpedagogicadelasinstitucioneseducativas |