PEDAGOGICAL AND DIDACTIC FOUNDATIONS OF THE GEOGRAPHICAL AND ENVIRONMENTAL HERITAGE MODULE IN MEXICO IN THE DIPLOMA IN MEXICAN CULTURE CILC/UAEM
El presente documento presenta los fundamentos pedagógicos y didácticos como base argumentativa de la práctica docente como instructores del diplomado en cultura mexicana con el módulo del Patrimonio geográfico y ambiental en México realizado en el Centro Internacional de Lengua y Cultura (CILC) de la Universidad Autónoma del Estado de México (UAEM).
Como método de investigación generamos un modelo teórico explicativo a través de un diagrama de dos entradas: de forma horizontal se describe el método CIPP (Contexto, Insumo, Proceso y Producto). De forma vertical, las cuatro fases de la planeación didáctica (Diseño, Instrumentación, Implementación y Evaluación).
Como principal resultado se plasma que los fundamentos en que se sustento el diseño e instrumentación del curso permitieron su implementación y evaluación con una relevancia significativa en la apropiación social del conocimiento del patrimonio geográfico y ambiental de México en los estudiantes del diplomado, como se refleja en la encuesta de opinión aplicada.
PEDAGOGICAL AND DIDACTIC FOUNDATIONS OF THE GEOGRAPHICAL AND ENVIRONMENTAL HERITAGE MODULE IN MEXICO IN THE DIPLOMA IN MEXICAN CULTURE CILC/UAEM
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DOI: 10.22533/at.ed.5582222219075
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Palavras-chave: Fundamentos/patrimonio geográfico/Cultura mexicana
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Keywords: Foundations/geographic heritage/Mexican culture
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Abstract:
This document presents the pedagogical and didactic foundations as an argumentative base of the teaching practice as instructors of the diploma course in Mexican culture with the module of Geographical and Environmental Heritage in Mexico carried out at the International Center for Language and Culture (CILC) of the Autonomous University of Mexico. State of Mexico (UAEM).
As a research method, we generate an explanatory theoretical model through a two-input diagram: horizontally, the CIPP method (Context, Input, Process and Product) is described. Vertically, the four phases of didactic planning (Design, Instrumentation, Implementation and Evaluation).
The main result is that the foundations on which the design and instrumentation of the course were based allowed its implementation and evaluation with significant relevance in the social appropriation of knowledge of the geographic and environmental heritage of Mexico in the students of the diploma course, as reflected in the opinion poll applied.
As a research method, we generate an explanatory theoretical model through a two-input diagram: horizontally, the CIPP method (Context, Input, Process and Product) is described. Vertically, the four phases of didactic planning (Design, Instrumentation, Implementation and Evaluation).
The main result is that the foundations on which the design and instrumentation of the course were based allowed its implementation and evaluation with significant relevance in the social appropriation of knowledge of the geographic and environmental heritage of Mexico in the students of the diploma course, as reflected in the opinion poll applied.
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Número de páginas: 14
- Fernando Carreto Bernal
- Fabián Baca Pérez
- Raul Gonzalez Perez
