Authors BARROSO TRISTÁN, JOSÉ MARÍA, Trujillo Vargas, Jose Jesus
External publication No
Means Ensayos
Scope Article
Nature Científica
Publication date 01/01/2022
ISI 000884370500002
Abstract This study deals with a quasi-experimental pedagogical intervention carried out at the Federal University of Bahia, Brazil. Epistemological pluralism and libertarian pedagogy have been established as structural pillars in order to collectively build educational processes that attend to all the diversity present in the classroom. The intervention was carried out during a semester in the Curriculum subject (EDC 283) with a total of 25 students. Regarding the methodology, it means that the technique used for data collection has been the discussion groups, with a total of two different groups. We must bear in mind that the methodological paradigm is qualitative, therefore, the object of our research is not the generalization of results to other contexts, but to rigorously verify and analyze the phenomena evidenced in the context in which we carry out the study. One of the results reveals the importance of autonomy in order to adapt the educational process to the characteristics of the students. As a noteworthy conclusion, the implementation within educational spaces of epistemological pluralism and libertarian pedagogy has positive effects on the democratic and pedagogical dimensions.
Keywords epistemological pluralism; libertarian pedagogy; autonomy; liberty; rational authority
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