UNIVERSITY DEGREE IN HEALTH SCIENCES: HIGHER QUALITY, BETTER FUTURE
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Universidad Industrial de Santander
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RESUMENLa investigación Óleo de maestro con pinceladas de niño plantea una metáfora en la que se compara el concepto de maestro con una pintura al óleo. En esta comparación se quiere recalcar que así como un retrato está compuesto por pinceladas de diferente color, trazo y textura, un concepto puede estar constituido por relatos, imaginarios y concepciones que le dan un matiz particular. La investigación, de corte cualitativo, está planteada desde la modalidad de la teoría fundamentada; se implementaron técnicas de recolección de la información, como las actividades de grupo, los grupos focales y la entrevista en profundidad; mientras que en el proceso de análisis se utilizaron las técnicas de formulación de preguntas a los datos, el microanálisis y la comparación constante. El objetivo es “develar el significado de maestro para niños, niñas y jóvenes de educación básica de una institución educativa privada en la ciudad de Bucaramanga”, por ello se contó con la participación de niños y niñas de 1º, 3º y 5º de primaria, y 7º y 9º de secundaria de un colegio ubicado en el barrio Los Colorados, sector norte de la ciudad. Durante el análisis se identificaron tres categorías que permitieron interpretar el concepto de maestro.Palabras clave: teoría fundamentada, imaginarios sociales, significado, concepto, maestro.
ABSTRACTThis text describes the qualitative research called: Portrait of teacher with children strokes, which attempts to use the metaphor of a teacher being like a canvas painting. The main point to this comparison is that just as a picture is built through a large number of different strokes, a concept can be completed by various narratives, imaginaries and perceptions that give this concept a unique trace. The study used Grounded Theory methods of data analysis and techniques for data collection such as focal groups, groups’ activities and interviews. The main objective is reconstructing the concept of “professor” from the perspective of elementary and middle school students from a vulnerable district of Bucaramanga, Colombia The most commonly used concepts in this work are: social fact and social imaginary; those concepts facilitate le a discussion between historiography and genealogy, two different and interesting perspectives to explain who is the professor, what he does and why it is important to society. The results describe three categories to describe the concept of teacher, they are: Who is the teacher? What does he do?, and What do children think about him?Key words: grounded theory, social imaginary, concept, teacher and professor.
ABSTRACTThis text describes the qualitative research called: Portrait of teacher with children strokes, which attempts to use the metaphor of a teacher being like a canvas painting. The main point to this comparison is that just as a picture is built through a large number of different strokes, a concept can be completed by various narratives, imaginaries and perceptions that give this concept a unique trace. The study used Grounded Theory methods of data analysis and techniques for data collection such as focal groups, groups’ activities and interviews. The main objective is reconstructing the concept of “professor” from the perspective of elementary and middle school students from a vulnerable district of Bucaramanga, Colombia The most commonly used concepts in this work are: social fact and social imaginary; those concepts facilitate le a discussion between historiography and genealogy, two different and interesting perspectives to explain who is the professor, what he does and why it is important to society. The results describe three categories to describe the concept of teacher, they are: Who is the teacher? What does he do?, and What do children think about him?Key words: grounded theory, social imaginary, concept, teacher and professor.