The Assessment of Problematization in the Training of Educational Sciences Professionals in the National University of San Luis (UNSL)

Abstract

An investigation was carried out about “The Assessment of Problematization in the training of Educational Sciences Professionals in the National University of San Luis (UNSL)” within the framework of the subject Praxis IV: The Investigative Practicein 2015. The subject matter emerged because of the discomfort shown by the members of the pedagogic community. The aim was to explore the role played by the reflexive-problematizing action and its expression in teachers and learners in the academic training in Educational Sciences in the UNSL. Consequently, semi-structured interviews were used, linking two vertebral axes: a) the imaginary prototype of a professional pedagogue (in its reflexive-problematizing action versus that concept based on substantive skills),and b) the consequences of those assessments and their implicationson the predisposition towards the intellectual rigor needed forthe training of a professional. The purpose of thiswork, based on aqualitative hermeneutic approach, was to describe and understandthe processes affecting the training methods: ideologies, rationalities and practices, among others.