Use of Narratives as a Pedagogical Tool for Students to Change the Perspective of Society and Their Person through the Course
AbstractTraditionally, education was considered a process in which the main protagonist was the teacher, the only bearer and guarantor of knowledge, where the communicative relationship established was unidirectional, the students neither said anything nor expressed any opinion. The purpose of this work is to share a didactic experience in the application of narrative diaries as a pedagogical tool in the subject of Television, Culture and New Customs, held in the first semester of 2018. Through the narrative diaries, students are expected to reflect critically on their past, that of his immediate surroundings and his society so that, with this background, his present can be explained in a clearer way. The narrative diary used in this experience is made up of three questions (Testimonial Perspective: what happened and what happened to you?) How did they experience it in class? How did other people experience it? / Personal Perspective: Why was this situation relevant and / or meaningful to you? / Professional Perspective: How has the experience transformed the view of the profession?). The subject is developed using collaborative techniques forming small groups of work which shows the direction to follow in the subject, around which are structured a series of more limited problematic situations, which allow to address the different contents of it during the semester. Students are motivated and think favorably about its implementation.
Dec 29, 2018
How to Cite
ORTEGA, Edgardo Maza. Use of Narratives as a Pedagogical Tool for Students to Change the Perspective of Society and Their Person through the Course. European Journal of Multidisciplinary Studies, [S.l.], v. 3, n. 4, p. 70-74, dec. 2018. ISSN 2414-8385. Available at: <http://journals.euser.org/index.php/ejms/article/view/4023>. Date accessed: 25 may 2020. doi: http://dx.doi.org/10.26417/ejms.v3i4.p70-74.
CC Attribution 4.0 International (CC BY4.0)