Publicación: Training for research from the perspective of the subject. Community project of resistance to scholastic learning
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Universidad Industrial de Santander
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Este artículo contiene una problematización y reflexión crítica con respecto a una experiencia en la que ensayamos la forma Seminario con miras a construir una comunidad de aprendizaje, o más bien, comunidad de resistencia al aprendizaje escolarizado. A propósito de una experiencia de formación en curso para la investigación que considera la posibilidad de ensayar formas de hacer propias de sujetos concretos que tenemos una trayectoria diferente, estamos intentando que en esas formas de hacer investigación se considere al sujeto y el problema de investigación como centralidad, de manera que se de una relación entre sujetos al modo de una comunidad de resistencia ante las formas de hacer investigación heredadas que objetualizan a los sujetos y no reconocen la intersubjetividad desde donde emana el conocimiento. Así, esto tiene que ver con lo que pretendemos desarrollar quienes conformamos un grupo de estudio y equipo de investigación que transita en esta perspectiva de aprender haciendo consciente lo que inconscientemente hemos estado haciendo en experiencias de investigación anteriores, configurando un ejercicio de investigación colectiva incipiente y en embrión.
This article contains a problematization and critical reflection from the problematization with respect to an experience in which we rehearse the Seminar form with a view to the perspective of building a learning community, or rather, a community of resistance to scholastic learning. A, on the subject of an ongoing training experience for research that considers the possibility of trying to experiment with the ways of doing specific subjects who have a different trajectory, that we are trying that in these ways of doing research they consider the subject and the research problem as centrality, so that there is a relationship between subjects in the manner of a community of resistance to inherited ways of doing research that objectify subjects and do not recognize that intersubjectivity is from where knowledge emanates. Thus, this has to do with what we now intend to develop who make up a study group and research team, which transits in this perspective of learning by doing consciously what we have been doing unconsciously in previous research experiences, confronting previous experience with what that we have been able to configure in an incipient and embryonic collective research exercise.
This article contains a problematization and critical reflection from the problematization with respect to an experience in which we rehearse the Seminar form with a view to the perspective of building a learning community, or rather, a community of resistance to scholastic learning. A, on the subject of an ongoing training experience for research that considers the possibility of trying to experiment with the ways of doing specific subjects who have a different trajectory, that we are trying that in these ways of doing research they consider the subject and the research problem as centrality, so that there is a relationship between subjects in the manner of a community of resistance to inherited ways of doing research that objectify subjects and do not recognize that intersubjectivity is from where knowledge emanates. Thus, this has to do with what we now intend to develop who make up a study group and research team, which transits in this perspective of learning by doing consciously what we have been doing unconsciously in previous research experiences, confronting previous experience with what that we have been able to configure in an incipient and embryonic collective research exercise.