Resumo

BELTRAN VELIZ, Juan; NAVARRO ABURTO, Braulio  e  PENA TRONCOSO, Sebastián. Practices that Hinder the Processes of Didactic Transposition in Schools Sitters Vulnerable Contexts: Challenges for a Didactic Transposition Contextualized. Educación [online]. 2018, vol.42, n.2, pp.335-355. ISSN 2215-2644.  http://dx.doi.org/10.15517/revedu.v42i2.27571.

The objective of this article is analyzing the practices hindering the processes of didactic transposition that teachers develop in the classroom in schools located in vulnerable contexts in the Curacautín de la Araucanía community. For this purpose, a descriptive qualitative design based on grounded theory and a constant comparativemethod were used. The study subjects were 28 teachers from rural schools. The data collection techniques used were ethnographic observation and semi-structured interviews. The study results indicate that among the practices hindering didactic transposition, rigid planning teaching models are evident. The teaching strategy that is imposed in the classroom is the traditional expository teacher-centered lesson. At the same time, poor classroom management and pedagogical content are visualized. Assessment is neither ongoing not focused on improving the learning process. In addition, a lack of pedagogical leadership is present. Therefore, it is concluded that the processes of didactic transposition have a behavioral decontextualized orientation. In this regard, teachers are expected to break with the traditional way of teaching to facilitate the processes of didactic transposition based on contextualized strategies and teaching resources to improve the teaching-learning process, and thus leading to social transformations in vulnerable contexts.

Palavras-chave : Didactic; didactic transposition; teaching strategies; vulnerability.

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