Carregant...
Fitxers
Tipus de document
TesiVersió
Versió publicadaData de publicació
Tots els drets reservats
Si us plau utilitzeu sempre aquest identificador per citar o enllaçar aquest document: https://hdl.handle.net/2445/46525
La política en informática educativa en Chile. Visiones y creencias sobre su implementación
Títol de la revista
Autors
Director/Tutor
ISSN de la revista
Títol del volum
Recurs relacionat
Resum
[spa]La evolución tecnológica y masificación de las llamadas tecnologías de la información y comunicación TIC, ha llevado a las políticas educativas de distintas naciones a considerar su necesaria integración en los procesos educativos, generando desafíos y tensiones que los sistemas escolares recienten. La invasión de estas tecnologías en los espacios educativos ha generado una resistencia profunda en parte importante del profesorado a integrarlas en sus prácticas pedagógicas, la que ha sido acompañada de una creciente crítica a las prácticas docentes y a la débil capacidad del profesorado para abordar el desafío que esta innovación les impone, aunque en muy pocos casos se hace un análisis más profundo respecto de las causas tras esta dificultad observada. La visión que estas políticas han generado respecto de las TIC, de sus propios fines educativos, del rol de la escuela y del profesorado se impregnan en los lineamientos que entregan a las escuelas. El discurso sobre el papel de estas tecnologías y su fin educativo es resignificado en la escuela, y bajo esta comprensión se generan las acciones educativas que integran las TIC bajo una mirada u otra. La integración pedagógica de estos medios llevada a cabo por el profesor en el aula no es más que una última interpretación en la cadena de visiones, creencias y supuestos que operan tras el discurso que se ha generado sobre las mismas. Este trabajo visibiliza el discurso desarrollado por la política educativa chilena en torno a las TIC y su aporte educativo, lo contrasta con las visiones construidas por profesores y directivos en tres escuelas y analiza su influencia en la acción pedagógica. A través de esta investigación se caracteriza a la política de incorporación de las TIC en el sistema escolar chileno fuertemente marcada por un discurso tecnócrata que la ha llevado a poner énfasis en la dotación de recursos informáticos a las escuelas más que en su utilización pedagógica. Se observa cómo este discurso ha permeado a las escuelas y sus consecuencias en la integración de estas tecnologías en el hacer de la escuela. Bajo un enfoque de investigación constructivista, centrado en la comprensión e interpretación del fenómeno educativo y la perspectiva.
[eng]The technological development of what we call Information and communicational technology ICT, has led to educational policies of different nations to consider its necessary integration in education, creating challenges and tensions in the school system. The invasion of these technologies in educational spaces has generated in an important group of teachers a deep resistance to integrate them into their teaching, which has been accompanied by growing criticism of teaching practices and a weak capacity of teachers to address the challenge that this innovation imposes, although in rare cases it helps to aim a deeper analysis of the causes behind this difficulty observed. The view that these policies have generated on ICT for their own educational purposes, the role of schools and teachers are impregnated in the guidelines given to schools. The discourse on the role of ICT and its educational purpose is redefined in school, and under this understanding generates educational activities that integrate ICT under one look or another. Pedagogical integration of these media conducted by the teacher in the classroom is only one last issues in the chain of visions, beliefs and assumptions that operate behind the fundaments of the discourse. This work makes visible the discourse developed by Chilean education policy around ICT and its educational contribution, which contrasts with the views constructed by teachers and administrators in three schools and analyzes their influence on his studies. This research characterizes the policy of incorporation of the ICT in the chilean school system strongly marked by a technocratic discourse that has led to an emphasis on the provision of computing resources to schools rather than its pedagogical use. We can see how this discourse has permeated schools and its impact on the integration of these technologies at school. Under a constructivist research approach, focused on comprehension and interpretation of the phenomenon of education and the critical discurse analysis prospect, we sought to explore, from those involved in educational process, beliefs, assumptions and judgments that have developed on ICT, education and the implementation strategies of the chilean educational computing policy. Just as the rebuilding and comparing the discourse that on these issues has been developed by the school and the administration of Chilean educational policies.
[eng]The technological development of what we call Information and communicational technology ICT, has led to educational policies of different nations to consider its necessary integration in education, creating challenges and tensions in the school system. The invasion of these technologies in educational spaces has generated in an important group of teachers a deep resistance to integrate them into their teaching, which has been accompanied by growing criticism of teaching practices and a weak capacity of teachers to address the challenge that this innovation imposes, although in rare cases it helps to aim a deeper analysis of the causes behind this difficulty observed. The view that these policies have generated on ICT for their own educational purposes, the role of schools and teachers are impregnated in the guidelines given to schools. The discourse on the role of ICT and its educational purpose is redefined in school, and under this understanding generates educational activities that integrate ICT under one look or another. Pedagogical integration of these media conducted by the teacher in the classroom is only one last issues in the chain of visions, beliefs and assumptions that operate behind the fundaments of the discourse. This work makes visible the discourse developed by Chilean education policy around ICT and its educational contribution, which contrasts with the views constructed by teachers and administrators in three schools and analyzes their influence on his studies. This research characterizes the policy of incorporation of the ICT in the chilean school system strongly marked by a technocratic discourse that has led to an emphasis on the provision of computing resources to schools rather than its pedagogical use. We can see how this discourse has permeated schools and its impact on the integration of these technologies at school. Under a constructivist research approach, focused on comprehension and interpretation of the phenomenon of education and the critical discurse analysis prospect, we sought to explore, from those involved in educational process, beliefs, assumptions and judgments that have developed on ICT, education and the implementation strategies of the chilean educational computing policy. Just as the rebuilding and comparing the discourse that on these issues has been developed by the school and the administration of Chilean educational policies.
Citació
Citació
ROMERO ALONSO, Rosa e.. La política en informática educativa en Chile. Visiones y creencias sobre su implementación. [consulta: 6 de gener de 2026]. [Disponible a: https://hdl.handle.net/2445/46525]