The systematization in the educational dialectic

Abstract

The systematization in the educational context offers the possibility of reflecting with a critical and self-critical attitude with methodological rigor. From this, it is proposed the realization of a doctoral thesis with the purpose of generating a theoretical approach to systematization in the educational dialectic. A look from the complexity, through a critical paradigm supported by the hermeneutical phenomenological method, using methodological procedures in which it was applied techniques to gather information such as interview, discussion groups and observation to three informants with fifth academic level through an interview script and an observation guide. In addition, the information was analyzed through triangulation, allowing a categorization, structuring and theorization, which will make possible a systematization process of the theoretical approach. However, for the purposes of this article is directed to the understanding of the epistemological vision of the process of systematization in the educational dialectic, making it important to reflect on educational practices as a source of knowledge production, taking into account the axiological dimension to through ethical, sociocultural and political values ​​in specific situations. The findings highlight the need to introduce attitude changes in the way of generating, disseminating and socializing knowledge so that educational actors become aware of what they know and the learning acquired in practice, because in this they face problems that are going to be solved through the intervention.