Evaluación de la aplicación de estrategias metodológicas basadas en la pedagogía crítica en la carrera de Psicología Educativa de la Facultad de Ciencias de la Educación de la Universidad Católica de Cuenca.

Abstract

The conceptual content, methodological and judgments contained in the present research work is carried out from a qualitative and quantitative approach which are oriented to the evaluation of the methodological strategies implementation based on a critical pedagogy of the Educative Psychology career at the Educational Sciences Faculty of the Catholic University of Cuenca. The initial problem stems from unknowing the benefits of the methodological strategies practice that would help to develop a critical thinking in the college students. To address the study, the research objectives are proposed to identify the knowledge, attitudes and practices of the teacher about the Critical Pedagogy, in order to determine which critical pedagogy dimensions are the highest among the teachers of the Educational Psychology career at the Catholic University of Cuenca and finally to establish a proposal based on the methodological strategies supported on the Critical Pedagogy in order to be used by teachers of the Educational Psychology career at the Catholic University of Cuenca. The methodology used for the development of this research responds to a non-experimental field design with a descriptive level of research that used a sample of 8 teachers from the Educational Psychology career at the Catholic University of Cuenca. For data collection, a survey technique was applied, which resulted in teachers' willingness to include critical pedagogy as part of their educational practices. Among the recommendations that emerge from this study, the design of methodological resources, optimization tools and evaluation of results to maximize the scope of the effective application of methodological strategies based basically on critical pedagogy stands out as an educational innovation proposal.