Expertos llaman a fortalecer las interacciones profesor-alumno al interior de la sala de clases

INTERACCIONES 1

El seminario Interacciones para el Aprendizaje se realizó el jueves 20 de octubre en el auditorio ejecutivo del Edificio de Innovación UC y congregó a cerca de 500 asistentes provenientes de varias regiones del país. La actividad, liderada por el profesor de la UC Ernesto Treviño, fue organizada por la Facultad de Educación, Fundación Educacional Oportunidad y Pro leer.

Con dos salas repletas de público en el Edificio de Innovación del campus San Joaquín de la U. Católica se realizó, el jueves 20 de octubre, el seminario titulado ¿Cómo promover interacciones para el aprendizaje?, el que contó con la presencia de unos 500 asistentes entre autoridades y académicos del plantel y profesores, directores, jefes de UTP y sostenedores de distintos colegios a nivel nacional.

INTERACCIONES 2

El objetivo de la actividad era pensar y reflexionar sobre cuáles son los mejores métodos, en base a la evidencia, para mejorar la interacción entre profesor y alumno en la sala de clases. Todo con el propósito de mejorar y potenciar el proceso de aprendizaje de los estudiantes.

Para esto, el seminario – liderado por el profesor Ernesto Treviño y organizado por la Facultad de Educación de la UC, Fundación Educacional Oportunidad y Pro leer- contó con distintas presentaciones de evidencia de parte de académicos e investigadores. Entre ellos, la decana de Educación UC, Lorena Medina; las académicas de la UC, Alejandra Meneses, Magdalena Müller y Katherine Strasser; los investigadores de la U. Diego Portales Soledad Concha y Sebastián Howard y la investigadora de la Fundación, Andrea Rolla.

La evidencia

La actividad fue inaugurada por la decana Medina, quien expuso sobre la base de observaciones de aula que ha hecho por más de una década. “Hemos observado que, en general, los alumnos hablan muy poco en clases, lo que más se da es el discurso del profesor” precisó.

La autoridad agregó que “este patrón ser repite y la evidencia respalda esto y observa que la docencia suele ser tradicional y repite interacciones donde prevalece el discurso del profesor y se observa baja participación de los alumnos. Es más, cuando se observan interacciones, estas se traducen, esencialmente, en hacer preguntas a la clase que son poco desafiantes”, comentó Medina.

interaccion 3

La pregunta que surge, entonces, es si existe algún culpable de la mantención de estos antiguos métodos. Para Medina, es necesario mirar el fenómeno desde una mirada sistémica: “Tenemos que preguntarnos si los colegios están o no trabajando en función a una visión y lenguaje común, en pro de un proyecto educativo real y si éste es o no implementado. Tras esto, empezamos a ver que la responsabilidad absoluta no es del profesor, si no que de toda la escuela”.

En esa línea, la académica de la UDP, Soledad Concha, señaló que “uno podría pensar (en que estas formas de hacer las cosas) obedecen a creencias epistemológicas que tienen que ver con el otro mundo, previo a la revolución del conocimiento y de la tecnología, pensando que el conocimiento es estático”.

Sin embargo, se pregunta la profesora: “Si está todo allá afuera, ¿no será que el rol de la escuela es, entonces, enseñarle a pensar a los niños?”

Otra de las presentaciones durante el seminario fue la de la jefa del sistema de prácticas de la Facultad, Magdalena Müller, quien destacó la importancia de mejorar las interacciones de los profesores con los alumnos y la necesidad de que la formación de futuros docentes tome en cuenta la evidencia al respecto.

interaccion 4

Por ejemplo, señaló Müller, en base a la evidencia, está demostrado que interacciones entre profesores y estudiantes de 2 a 3 minutos ya tienen un impacto positivo en el aprendizaje de los niños. Con todo, dijo, que “la investigación nos dice, también, que es muy difícil hacer participar a los niños y controlar esto y mantener, a la vez, el foco en lo que se quiere comprender. Sin embargo, es muy necesario que estas discusiones se den en la sala de clases”.

Asimismo, la representante de la Fundación Eduacional Oportunidad, Andrea Rolla, agregó que no sólo “importa la calidad de las interacciones, sino también, la cantidad de tiempo que el profesor dedique a sus alumnos. Entre más tiempo, mayor será el impacto en el proceso de aprendizaje”.

Un punto que rescató el también investigador del CEPPE UC, Ernesto Treviño, quien acotó que si bien dichas interacciones con los niños pueden ser “hermosas”, no “tienen sentido si no se transfiere el objetivo último que estamos tratando de enseñar al estudiante, sin esto no nos sirve para el proceso”.

interaccion 5

Treviño agregó, también, que hay que considerar siempre lo socio emocional y organizacional a la hora de enseñar. “Cuando los alumnos están enfrentando un problema matemático, por ejemplo, esto no se traduce simplemente en un desafío cognitivo, si no, también en uno social y emocional”.

El seminario concluyó durante la tarde con dos talleres gratuitos para profesores, donde se ejemplificaron y capacitaron en generar interacciones efectivas para lograr el aprendizaje de sus alumnos.

Para ver detalle de exposiciones, descargar aquí

Texto: Paulina Salazar

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1 × SELECT folder AS type, element AS name, params FROM educacion_extensions
1 × SELECT `path` FROM educacion_rsfirewall_ignored
1 × SELECT id, rules FROM `educacion_viewlevels
1 × SELECT b.id FROM educacion_usergroups AS a LEFT JOIN educacion_usergroups AS b ON b.lft <= a.lft AND b.rgt >= a.rgt
1 × SELECT `session_id` FROM `educacion_session`
1 × SELECT `file` FROM educacion_rsfirewall_hashes
1 × SELECT * FROM educacion_rsfirewall_configuratio
1 × SELECT alias, catid FROM educacion_content
1 × SELECT `params` FROM educacion_extensions
1 × SELECT m.id, m.menutype, m.title, m.alias, m.note, m.path AS route, m.link, m.type, m.level, m.language,m.browserNav, m.access, m.params, m.home, m.img, m.template_style_id, m.component_id, m.parent_id,e.element as component FROM educacion_menu AS m LEFT JOIN educacion_extensions AS e ON m.component_id = e.extension_id
1 × SELECT * FROM educacion_languages
1 × SELECT `data` FROM `educacion_session`

OTRAS Tablas:

1 × UPDATE `educacion_session` SET `data` = '__default|a:8:{s:15:\"session.counter\";i:1;s:19:\"session.timer.start\";i:1743830031;s:18:\"session.timer.last\";i:1743830031;s:17:\"session.timer.now\";i:1743830031;s:24:\"session.client.forwarded\";s:12:\"3.139.90.252\";s:8:\"registry\";O:9:\"JRegistry\":1:{s:7:\"\0*\0data\";O:8:\"stdClass\":0:{}}s:4:\"user\";O:5:\"JUser\":25:{s:9:\"\0*\0isRoot\";b:0;s:2:\"id\";i:0;s:4:\"name\";N;s:8:\"username\";N;s:5:\"email\";N;s:8:\"password\";N;s:14:\"password_clear\";s:0:\"\";s:8:\"usertype\";N;s:5:\"block\";N;s:9:\"sendEmail\";i:0;s:12:\"registerDate\";N;s:13:\"lastvisitDate\";N;s:10:\"activation\";N;s:6:\"params\";N;s:6:\"groups\";a:0:{}s:5:\"guest\";i:1;s:13:\"lastResetTime\";N;s:10:\"resetCount\";N;s:10:\"\0*\0_params\";O:9:\"JRegistry\":1:{s:7:\"\0*\0data\";O:8:\"stdClass\":0:{}}s:14:\"\0*\0_authGroups\";a:1:{i:0;i:1;}s:14:\"\0*\0_authLevels\";a:2:{i:0;i:1;i:1;i:1;}s:15:\"\0*\0_authActions\";N;s:12:\"\0*\0_errorMsg\";N;s:10:\"\0*\0_errors\";a:0:{}s:3:\"aid\";i:0;}s:20:\"com_rsfirewall.geoip\";s:2:\"US\";}' , `time` = '1743830032'
1 × UPDATE educacion_content SET hits = hits + 1
1 × SHOW FULL COLUMNS FROM `educacion_rsfirewall_logs
1 × INSERT INTO `educacion_session` (`session_id`, `client_id`, `time`) VALUES ('56a23d11f5feb44c1ae8af4202fb2f83', 0, '1743830031'
1 × DELETE FROM `educacion_session`

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Registro Database

45 Registro Consultas

35 Tipos de consultas del registro, Ordenado por acontecimientos.

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OTRAS Tablas: