REVALUATION OF THE PEDAGOGICAL FACT IN TIMES OF TECHNOLOGY IN COLOMBIAN BASIC EDUCATION

Abstract

The pedagogical act, understood as that human encounter where knowledge is constructed, runs the risk of becoming dehumanized if it blindly surrenders to the dictates of technology. It is necessary to rescue the essence of the bond between teacher and student, giving it new meaning amid the incessant flow of information that characterizes the present century. The pedagogical act thus becomes an act of technical empowerment and environmental awareness from the classrooms of the most disadvantaged sectors. The purpose of this contribution is to reflect on the revaluation of the pedagogical act in times of technology in Colombian basic education. The methodology used is based on a documentary analysis that included a literature review, taking into account that teaching ingenuity allows even minimal resources to generate pedagogical innovations that have a positive impact on student learning. It is here that innovation takes on meaning as a courageous response to the material shortcomings of the national education system.

Twenty-first century teachers need theoretical tools to deconstruct technology and adapt it effectively to the cognitive needs of their students. Professionalization in this area is a debt that the system must pay in order to guarantee an education that is in line with current times.