Ontología de la pedagogía a través de la paradoja del control
Barra lateral del artículo
Cómo citar
Detalles del artículo
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
Contenido principal del artículo
Resumen
El presente artículo es resultado de una investigación documental en torno a los conceptos de autonomía y pedagogía. Se elaboró un estado del arte con base en un análisis bibliométrico. Su objetivo es explorar las teorías más relevantes en la literatura científica actual sobre los conceptos de autonomía y pedagogía. El eje central sobre el que gira esta investigación es el de la Teoría de la Autodeterminación. De esta suerte, este texto argumenta que la autonomía es determinante en la educación como parte del desarrollo del yo. El tema fundamental es la creatividad de los estudiantes. Empero, emerge la paradoja del control del yo y del proceso educativo.
Referencias
Aelterman, N., Vansteenkiste, M., Haerens, L., Soenens, B., Fontaine, J. R. J., & Reeve, J. (2019). Toward an integrative and fine-grained insight in motivating and demotivating teaching styles: The merits of a circumplex approach. Journal of Educational Psychology, 111(3), 497–521. https://doi.org/10.1037/edu0000293
Arias Prada, W. E., & Maldonado, C. E. (2023). El dilema de la autonomía: hacia una ontología de la pedagogía. In R. Prada Núñez, C. A. Hernández Suárez, & J. D. Hernández Albarracín (Eds.), Educar en el siglo XXI: reflexiones y percepciones desde la digitalización hasta la inclusión (1st ed., pp. 185–206). Editorial Cielo. https://bonga.unisimon.edu.co/handle/20.500.12442/13427
Bereczki, E. O., & Kárpáti, A. (2021). Technology-enhanced creativity: A multiple case study of digital technology-integration expert teachers’ beliefs and practices. Thinking Skills and Creativity, 39. https://doi.org/10.1016/j.tsc.2021.100791
Cheon, S. H., Reeve, J., Lee, Y., Ntoumanis, N., Gillet, N., Kim, B. R., & Song, Y.-G. (2019). Expanding autonomy psychological need states from two (satisfaction, frustration) to three (dissatisfaction): A classroom-based intervention study. Journal of Educational Psychology, 111(4), 685–702. https://doi.org/10.1037/edu0000306
Chiu, T. K. F. (2021). Student engagement in K-12 online learning amid COVID-19: A qualitative approach from a self-determination theory perspective. Interactive Learning Environments. https://doi.org/10.1080/10494820.2021.1926289
Cremin, T., & Chappell, K. (2021). Creative pedagogies: a systematic review. Research Papers in Education, 36(3), 299–331. https://doi.org/10.1080/02671522.2019.1677757
De Smedt, F., Rogiers, A., Heirweg, S., Merchie, E., & Van Keer, H. (2020). Assessing and Mapping Reading and Writing Motivation in Third to Eight Graders: A Self-Determination Theory Perspective. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.01678
Fernández-García, L., & Fernández-Río, J. (2018). ProjectWonderwall. emotions’identification and management in primary education physical education | Proyecto wonderwall: Identificación y manejo de emociones en la educación Física de educación primaria. Retos, 35, 381–386. https://doi.org/10.47197/RETOS.V0I35.63259
Gajda, A., Beghetto, R. A., & Karwowski, M. (2017). Exploring creative learning in the classroom: A multi-method approach. Thinking Skills and Creativity, 24, 250–267. https://doi.org/10.1016/J.TSC.2017.04.002
García, P. Á. C., Ruiz, S. S., & Almagro, M. L. B. (2019). Analysis of creativity among university students. Differences depending on gender, age, and choice of studies. Educacion XX1, 22(2), 213–234. https://doi.org/10.5944/educxx1.22552
Holzer, J., Korlat, S., Haider, C., Mayerhofer, M., Pelikan, E., Schober, B., Spiel, C., Toumazi, T., Salmela-Aro, K., Kaser, U., Schultze-Krumbholz, A., Wachs, S., Dabas, M., Verma, S., Iliev, D., Andonovska-Trajkovska, D., Plichta, P., Pyzalski, J., Walter, N., … Luftenegger, M. (2021). Adolescent well-being and learning in times of COVID-19-A multi-country study of basic psychological need satisfaction, learning behavior, and the mediating roles of positive emotion and intrinsic motivation. PLoS ONE, 16(5 May 2021). https://doi.org/10.1371/journal.pone.0251352
Howard, J. L., Bureau, J., Guay, F., Chong, J. X. Y., & Ryan, R. M. (2021). Student Motivation and Associated Outcomes: A Meta-Analysis From Self-Determination Theory. Perspectives on Psychological Science, 16(6), 1300–1323. https://doi.org/10.1177/1745691620966789
Howard, J. L., Gagne, M., & Bureau, J. S. (2017). Testing a Continuum Structure of Self-Determined Motivation: A Meta-Analysis. PSYCHOLOGICAL BULLETIN, 143(12), 1346–1377. https://doi.org/10.1037/bul0000125
MacCann, C., Jiang, Y., Brown, L. E. R., Double, K. S., Bucich, M., & Minbashian, A. (2019). Emotional Intelligence Predicts Academic Performance: A Meta-Analysis. Psychological Bulletin. https://doi.org/10.1037/bul0000219
Maguire, R., Egan, A., Hyland, P., & Maguire, P. (2017). Engaging students emotionally: the role of emotional intelligence in predicting cognitive and affective engagement in higher education. Higher Education Research and Development, 36(2), 343–357. https://doi.org/10.1080/07294360.2016.1185396
Martela, F., Hankonen, N., Ryan, R. M., & Vansteenkiste, M. (2021). Motivating voluntary compliance to behavioural restrictions: Self-determination theory–based checklist of principles for COVID-19 and other emergency communications. European Review of Social Psychology, 32(2), 305–347. https://doi.org/10.1080/10463283.2020.1857082
Morales-Rodríguez, F. M., Espigares-López, I., Brown, T., & Pérez-Mármol, J. M. (2020). The relationship between psychological well-being and psychosocial factors in university students. International Journal of Environmental Research and Public Health, 17(13), 1–21. https://doi.org/10.3390/ijerph17134778
Moreno Guerrero, A.-J., Rodríguez Jiménez, C., Navas Parejo, M. R., & Gómez García, G. (2020). The effect of cooperative high-intensity interval training on creativity and emotional intelligence in secondary school: A randomised controlled trial. Sustainability, 1–14. https://ezproxy.unisimon.edu.co:2148/doi/10.1177/1356336X17739271
Richardson, C., & Mishra, P. (2018). Learning environments that support student creativity: Developing the SCALE. THINKING SKILLS AND CREATIVITY, 27, 45–54. https://doi.org/10.1016/j.tsc.2017.11.004
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. CONTEMPORARY EDUCATIONAL PSYCHOLOGY, 61. https://doi.org/10.1016/j.cedpsych.2020.101860
Schmoelz, A. (2018). Enabling co-creativity through digital storyelling in education. THINKING SKILLS AND CREATIVITY, 28, 1–13. https://doi.org/10.1016/j.tsc.2018.02.002
Smith, N., Quested, E., Appleton, P. R., & Duda, J. L. (2017). Observing the coach-created motivational environment across training and competition in youth sport. Journal of Sports Sciences, 35(2), 149–158. https://doi.org/10.1080/02640414.2016.1159714
Trigueros, R., Aguilar-Parra, J. M., Cangas, A. J., Bermejo, R., Ferrandiz, C., & López-Liria, R. (2019). Influence of emotional intelligence, motivation and resilience on academic performance and the adoption of healthy lifestyle habits among adolescents. International Journal of Environmental Research and Public Health, 16(16). https://doi.org/10.3390/ijerph16162810
Trigueros, R., Aguilar-Parra, J. M., López-Liria, R., & Rocamora, P. (2019). The dark side of the self-determination theory and its influence on the emotional and cognitive processes of students in physical education. International Journal of Environmental Research and Public Health, 16(22). https://doi.org/10.3390/ijerph16224444
Tromp, C., & Baer, J. (2022). Creativity from constraints: Theory and applications to education. Thinking Skills and Creativity, 46, 101184. https://doi.org/10.1016/J.TSC.2022.101184
Véliz, C. (2021). Moral zombies: why algorithms are not moral agents. AI and Society, 36(2), 487–497. https://doi.org/10.1007/S00146-021-01189-X/METRICS
Wang, C. K. J., Liu, W. C., Kee, Y. H., & Chian, L. K. (2019). Competence, autonomy, and relatedness in the classroom: understanding students’ motivational processes using the self-determination theory. Heliyon, 5(7). https://doi.org/10.1016/j.heliyon.2019.e01983
Xi, N., & Hamari, J. (2019). Does gamification satisfy needs? A study on the relationship between gamification features and intrinsic need satisfaction. International Journal of Information Management, 46, 210–221. https://doi.org/10.1016/j.ijinfomgt.2018.12.002