Action Research Projects as a Strategy to Rediscover Ourselves from a Singular Standpoint in Diversity


  • María Gabriela Garro-González Profesional Independiente, Costa Rica



Action research, teaching work, singularity, significant learning, art.


This article systematizes a series of moments built while in the company of a fourth grader from the public school where I worked as a special education teacher in 2013. In the article, I described what I learned from the shared experiences generated from the naturalistic paradigm, the qualitative approach and the action research model, using pedagogical situations planned with the objective of understanding the reality of the student and the educational process for this particular case allowing or limiting success at school. My purpose is to reflect on issues related to the educational practice, from an individual standpoint and from the perspective of the teacher who observes and listens to his/herself in his/her daily actions and who looks for new ways to help students to find the true meaning of learning. From this perspective, the methodological design for this research project is based on the natural observation of the interaction between the teacher and the student.  Using this technique allowed identifying one of the participating subjects and choosing research activities (individual or group work sessions) and strategies for data collection (photos, videos, stories and conversation recordings). After this, experiences are systematized in written and illustrated form (conversations and photographs of the participant’s drawings). The article is based on a case study that includes my individual interventions with the student, as well as planned learning moments with his class. To conclude, I interpret and analyze each of the moments meeting with the student, in the light of the scientific and theoretical findings accompanying the research project.  In addition, I reflect that my priority as a teacher in action is creating spaces that would allow students to experience sensitivity, empathy, and appreciation for people and their talents.

Author Biography

María Gabriela Garro-González, Profesional Independiente

Magíster en Pedagogía con Énfasis en Desarrollo Integral de la Primera Infancia de la Universidad Nacional. Licenciada en Ciencias de la Educación con énfasis en Docencia para ejercer la Enseñanza de Educación Especial de la Universidad Metropolitana Castro Carazo. Bachiller en Ciencias de la Educación con Énfasis en Educación Especial de la Universidad de Costa Rica.  Ha laborado como docente en  el área  de educación especial y específicamente en servicios de apoyo para estudiantes con adecuaciones curriculares significativas,  por 9 años para el MEP. Actualmente labora en el IEGB Andrés Bello López de Santa Ana.


Assmann, H. (2002). Placer y ternura en la educación. Hacia una sociedad aprendiente. Madrid: Narcea.

Avery, C. (1991). Aprender cómo se investiga. Investigar cómo se aprende. En M. Olson (Comp.), La investigación-acción entra al aula (pp. 43-55). Buenos Aires: Aique Didáctica.

Dobles, M. Zúñiga, M. y García, J. (2010). Investigación en educación. Procesos, interacciones y construcciones. San José, Costa Rica: EUNED.

Freire, P. (2005). Pedagogía de la esperanza: Un reencuentro con la pedagogía del oprimido. Buenos Aires: Siglo XXI.

Freire, P. (2006). Pedagogía de la autonomía. Saberes necesarios para la práctica educativa. (11a ed.). Madrid: Siglo XXI.

Latorre, A. (2003). La investigación acción: Conocer y cambiar la práctica educativa. Barcelona: Graó.

Maturana, H. (1996). Transformación en la convivencia. Santiago: Dolmen Ediciones.

Scribano, A. O. (2007). El proceso de investigación social cualitativo. Buenos Aires: Prometeo Libros.

Toro, J. M. (2006). Educar con co-razón. Bilbao: Desclée de Brouwer.



How to Cite

Action Research Projects as a Strategy to Rediscover Ourselves from a Singular Standpoint in Diversity. (2015). Revista Electrónica Educare, 19(1), 257-274.



Articles (Peer Reviewed Section)

How to Cite

Action Research Projects as a Strategy to Rediscover Ourselves from a Singular Standpoint in Diversity. (2015). Revista Electrónica Educare, 19(1), 257-274.

Comentarios (ver términos de uso)

Most read articles by the same author(s)

1 2 3 4 5 6 7 8 9 10 > >>