La labor del profesorado desde la reflexión pedagógica

Abstract

From recognizing the variety of teaching profession’s fields and functions –especially those demanded by external requests set by neoliberal age– this article proposes five correlated functions that define the teaching profession praxis based on pedagogical reflection: the didactics as a discipline about teaching that makes theoretical knowledge into an educational one, according to the characteristics of the context; human formation as an inner spiritual process of people’s self-fulfillment going beyond schooling; evaluation to better comprehend the teaching-learning processes and contribute to formation from authentic communication, participation in curriculum design as a critical interaction among ideas, proposals and educational practices, and social transformation as a researcher and a reflective and political agent. The purpose of this characterization, according to the research it is based upon, is to develop a sense of identity in teachers through actions that refer to their pedagogical training, as a response to the discredit and the loss of professionalization that they face nowadays.