Kaleidoscopic look at the Construction of Pedagogical Knowledge: Meanings of Pedagogy Students in History and Geography

Abstract

This article presents a study focused on characterizing the meanings given by students of the Pedagogy career in History and Geography to the construction of their pedagogical knowledge in the scenario of professional practice. To this end, a qualitative study based on the comprehensive-interpretative paradigm and the phenomenological-hermeneutic method was considered. Semi-structured interviews were used as a technique to obtain information, which was applied to XX participants belonging to universities located in the South Central Zone of Chile, who were included based on internal research criteria. The analysis was carried out through the condensation of phenomenologically-based meanings, defining the following thematic units: classroom management, school discipline and educational environment, communicative interactions and curricular contextualization. It is concluded that pedagogical knowledge is constructed by practitioners through intersubjective relationships that flow rhizomatically, from the situations that arise from the multiple experiences in the school and university space, but also from the discourses that emerge from the various positions of pedagogical knowledge.