Saber pedagógico como elemento fundamental en la práctica docente de Educación Básica Primaria

Abstract

En este artículo se analiza la incidencia del saber pedagógico en la práctica docente de maestros de Educación Básica Primaria, en Boyacá, específicamente en el área de Lengua Castellana. Con una metodología cualitativa de tipo descriptivo, basada en entrevistas semiestructuradas, se reflexionó sobre la relación entre la preparación pedagógica y la efectividad en el proceso de enseñanza/aprendizaje. Según los resultados, el saber pedagógico, entendido como un conocimiento inmanente que integra saberes de sentido común y experiencia profesional (Latorre, 2004), está ligado a la vocación docente. Se identificaron factores clave como la motivación, el deseo y la intención, para garantizar la calidad educativa. En conclusión, este saber no solo es fundamental para la práctica docente, sino que posiciona al maestro como un agente transformador en la escuela y la sociedad; asimismo, se despliega su formación integral y su capacidad para mediar en la construcción de aprendizajes significativos.The article analyzes the impact of pedagogical knowledge on the teaching practices of primary education teachers in Boyacá, specifically in the area of Spanish language instruction. Using a qualitative descriptive methodology based on semi-structured interviews, the study reflects on the relationship between pedagogical preparation and the effectiveness of the teaching-learning process. The results show that pedagogical knowledge, understood as an inherent understanding that integrates common sense and professional experience (Latorre, 2004), is closely linked to teaching vocation. Factors such as motivation, desire, and intent were identified as key elements in ensuring educational quality. In conclusion, this knowledge is not only essential for teaching practice but also positions the teacher as a transformative agent in schools and society, highlighting the importance of their comprehensive training and their ability to mediate in the construction of meaningful learning experiences.The article analyzes the impact of pedagogical knowledge on the teaching practices of primary education teachers in Boyacá, specifically in the area of Spanish language instruction. Using a qualitative descriptive methodology based on semi-structured interviews, the study reflects on the relationship between pedagogical preparation and the effectiveness of the teaching-learning process. The results show that pedagogical knowledge, understood as an inherent understanding that integrates common sense and professional experience (Latorre, 2004), is closely linked to teaching vocation. Factors such as motivation, desire, and intent were identified as key elements in ensuring educational quality. In conclusion, this knowledge is not only essential for teaching practice but also positions the teacher as a transformative agent in schools and society, highlighting the importance of their comprehensive training and their ability to mediate in the construction of meaningful learning experiences.