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      Contarte. Una sistematización de la práctica reflexiva entre docente y amiga crítica Translated title: Contarte. A sistematization of the reflective practice between teacher and critical friend


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          RESUMEN: Superar los obstáculos que pueden presentarse en el aprendizaje de la lengua, especialmente en niños que viven en contextos de pobreza, demanda intervenciones a temprana edad y docentes con una alta capacidad reflexiva. Se presenta la Sistematización de una Experiencia denominada Contarte con el objeto de documentar la práctica educativa en el nivel inicial y dar valor agregado a la reflexión colaborativa entre docente y amiga crítica durante el proceso de enseñanza-aprendizaje. Los hallazgos muestran que los niveles de complejidad en el desempeño de los niños son crecientes en tanto que docente y amiga crítica se retroalimentan de manera permanente en pos del mejoramiento de esta experiencia educativa. Se releva el esfuerzo reflexivo por parte del docente como herramienta transformadora de la realidad injusta que no ofrece a todos los niños las mismas oportunidades para el desarrollo de competencias comunicativas.

          Translated abstract

          ABSTRACT: To overcome the obstacles that may show up in the language learning process, especially in children who live in poverty contexts, demands interventions at an early age and teachers with a high reflective capacity. The Systematization of an Experience called Contarte is presented in order to document educational practice at the initial level and add value to collaborative reflection between teacher and critical friend during the teaching-learning process. Findings show that the complexity levels in children’s performance increase as teachers and critical friends continuously feedback in pursuit of the improvement of this educational experience. The reflective effort on the part of the teacher is highlighted as a transforming tool of the unfair reality that does not offer the same opportunities for the development of communicative skills to all children.

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          Most cited references80

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          Developing the theory of formative assessment

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            The environment of childhood poverty.

            Gary Evans (2004)
            Poor children confront widespread environmental inequities. Compared with their economically advantaged counterparts, they are exposed to more family turmoil, violence, separation from their families, instability, and chaotic households. Poor children experience less social support, and their parents are less responsive and more authoritarian. Low-income children are read to relatively infrequently, watch more TV, and have less access to books and computers. Low-income parents are less involved in their children's school activities. The air and water poor children consume are more polluted. Their homes are more crowded, noisier, and of lower quality. Low-income neighborhoods are more dangerous, offer poorer municipal services, and suffer greater physical deterioration. Predominantly low-income schools and day care are inferior. The accumulation of multiple environmental risks rather than singular risk exposure may be an especially pathogenic aspect of childhood poverty. (c) 2004 APA, all rights reserved
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              Linking Ways of Knowing with Ways of Being Practical


                Author and article information

                Estudios pedagógicos (Valdivia)
                Estud. pedagóg.
                Universidad Austral de Chile. Facultad de Filosofía y Humanidades (Valdivia, , Chile )
                : 47
                : 2
                : 137-159
                [1] Santiago de Chile orgnamePontificia Universidad Católica de Chile orgdiv1Campus Villarrica Chile mamarques@ 123456uc.cl
                [2] orgnameFundación Ilumina Chile fabimolinah5@ 123456gmail.com
                [3] Santiago de Chile orgnameUniversidad de Santiago de Chile Chile macarena.angulo@ 123456usach.cl
                S0718-07052021000200137 S0718-0705(21)04700200137

                This work is licensed under a Creative Commons Attribution 4.0 International License.

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                Figures: 0, Tables: 0, Equations: 0, References: 80, Pages: 23
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                retroalimentación,reflexión colaborativa,Sistematización de experiencias,teachers’ professional development,critical friend,feedback,collaborative reflection,Experience systematization,desarrollo profesional docente,amigo crítico


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