Action Research Projects as a Strategy to Rediscover Ourselves from a Singular Standpoint in Diversity
AbstractThis 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.
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.
1. In case the submitted paper is accepted for publication, the author(s) FREELY, COSTLESS, EXCLUSIVELY AND FOR AN INDEFINITE TERM transfer copyrights and patrimonial rights to Universidad Nacional (UNA, Costa Rica). For more details check the Originality Statement and Copyright Transfer Agreement
2. REUTILIZATION RIGHTS: UNA authorizes authors to use, for any purpose (among them selfarchiving or autoarchiving) and to publish in the Internet in any electronic site, the paper´'s final version, both approved and published (post print), as long as it is done with a non commercial purpose, does not generate derivates without previous consentment and recognizes both publisher's name and authorship.
3. The submission and possible publication of the paper in the Educare Electronic Journal is ruled by the Journal’s editorial policies, the institutional rules of Universidad Nacional and the laws of the Republic of Costa Rica. Additionally, any possible difference of opinion or future dispute shall be settled in accordance with the mechanisms of Alternative Dispute Resolution and the Costa Rican Jurisdiction.
4. In all cases, it is understood that the opinions issued are those of the authors and do not necessarily reflect the position and opinion of Educare, CIDE or Universidad Nacional, Costa Rica.
5. The papers published by Educare Electronic Journal use a Creative Commons License: