Moving from the recognition to the appropriation of tac and tep. Didactic proposal from the inference of the voices of teachers from a high school.

Abstract

This article is the product of the research project entitled "A Didactic Model for the Appropriation of Teaching and Learning (TAC) and Teaching and Learning (TEP) in the Teaching Process at Teacher Training Colleges." This study was conducted at a teacher training college in the department of Atlántico, Colombia, as part of a doctoral thesis for a PhD in Educational Sciences at the Libertador Experimental Pedagogical University of Venezuela. Specifically, it presents the theoretical consolidation process achieved up to the time of writing this article. Furthermore, significant progress has been made in the research, which led to the submission of the research proficiency exam, which was successfully passed. This article compiles the foundations that support the stated purpose, seeking to construct a didactic model for the appropriation and empowerment of Teaching and Learning (TAC) and Teaching and Learning (TEP) for the teaching practice of teachers at a Teacher Training College. The findings presented in this research are framed within the interpretive paradigm, based on the postulates of Dilthey (1998), Heidegger (1998), and Gadamer (1999), who conceive knowledge as the result of the interpretation of human experience, mediated by language and rooted in cultural tradition. From this perspective, a deep immersion in the context is necessary to reveal the richness of collectively constructed meanings. Consistent with this approach, the ethnographic method was adopted from a complex perspective, as it is considered the most pertinent to understand the dynamics of educational processes and achieve the purposes of the study. In this sense, theoretical construction revolves around the configuration of the categories of teacher training and appropriation of the TAC and TEP; documentary review was the technique that guided this process.