Deconstrucción del Ser docente. Una experiencia de educación en condiciones de encierro y la búsqueda de una vida transformadora y productiva.

Abstract

This work has its genesis with a research intention, that of systematizing educational experiences of Youth and Adult Education, in contexts of confinement and the link with a transformative and productive life in the PCEI Educational Unit of Pichincha (CPL) N° 3. In this way, with a deconstructive process, it was possible to reconstruct the teaching SER in this educational context. To this end, it was based on the theories of authors such as: Freire (1993), Pérez (2011), Schön (1998) and Berger and Luckman (2003). To interpret and analyze the information collected, the discourse analysis technique supported by the categorization matrix was used. Likewise, the analysis and the results of the information gave the door to know and understand in the first instance the deconstruction of being a teacher that arises from the difficulties that EYPA teachers go through in the CPLs, which in turn become the starting point to be more. This makes it easier to demonstrate the vocation that these teachers demonstrate to carry out their work in favor of their students and themselves by understanding their needs and difficulties, through the use of teaching-learning methods and techniques. Finally, the importance of teaching for people in conditions of confinement who seek a path towards individual emancipation and social reintegration with a view to achieving social transformation in a bidirectional way involving teachers and students is exposed.