Citas bibligráficas
Vila, J., (2023). Presupuestos epistemológicos de las prácticas educativas de directivos durante el diseño e implementación de un programa educativo alternativo [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/26112
Vila, J., Presupuestos epistemológicos de las prácticas educativas de directivos durante el diseño e implementación de un programa educativo alternativo []. PE: Pontificia Universidad Católica del Perú; 2023. http://hdl.handle.net/20.500.12404/26112
@mastersthesis{renati/533685,
title = "Presupuestos epistemológicos de las prácticas educativas de directivos durante el diseño e implementación de un programa educativo alternativo",
author = "Vila Jiménez, Jesús Eduardo",
publisher = "Pontificia Universidad Católica del Perú",
year = "2023"
}
The present investigation takes as its point of departure the question concerning what the epistemological presuppositions in the educational practices of directors during the design and implementation of an alternative educational program are. In that regard, the general goal of the investigation is to analyze these presuppositions, and this is achieved through two specific objectives which are, on the one hand, to describe these presuppositions during the stage of design of the program at issue, and, on the other hand, to describe these same presuppositions during the stage of implementation. In order to fulfill these objectives qualitative methodological research has been implemented, using the hermeneutical phenomenological method which aims to interpretatively clarify phenomena from the social realm. In consonance with the research method, as techniques for collecting information it has been used both phenomenological interviews and documental analysis. Moreover, as techniques for information analysis it has been used structural coding as well as the triangulation of sources of information. As results of the investigation at issue, in general guidelines it has been discovered that the informants hold a relativist conception of knowledge, and, at the same time, largely maintain that knowledge is structured in terms of experiences plus theories or information. On the other hand, it was also evidenced that, in general guidelines, the informants hold that knowledge is primarily validated through experiences and critical evaluation. Finally, it was also discovered that informants hold that the sources of knowledge can be either the experience, or the own reasoning, or the authority. Between the presuppositions in the design and in the implementation, it can be traced certain continuity, although some variations are also reported. This investigation, both in its theoretical framework and methodology and in its results, aims to provide new insights in the educational phenomena as well as be useful for future lines of research.
Este ítem está sujeto a una licencia Creative Commons Licencia Creative Commons