Aula investigativa

Un espacio para construir saber pedagógico

Abstract

The concept of the classroom is in continuous evolution along with the evolution of the different scientific and technological paradigms and the way in which man, his formation, pedagogy, education, society, knowledge and culture are conceived. In this article an advance is made on the linear and mechanical concept and the classroom is characterised as a dynamic, creative and significant space around the concepts of teacher, school, method, students, knowledge, the teaching-learning process, communication, interaction and motivation. Also underlying each of these concepts is the conception of knowledge and the ways in which it is produced. The intention of this article is to uphold the following statement: Pedagogical knowledge is built by the teacher and the classroom is the natural research context for the building of this knowledge. The teacher makes his or her classroom investigative when he or she deciphers meanings, identifies problems arising from the pedagogical experience itself, acts upon the understanding of what is being done, experiences changes, reflects and renders the knowledge objective by writing it down for it to be open to criticism. The article raises such questions as: What it to be understood by the investigative classroom? What should the teacher investigate? Should the teacher investigate? What use is investigation for the teacher? Does investigation contribute to the generation of pedagogical knowledge? How does investigation lead to the understanding of meaning and to the transformation of pedagogical practice?