Collaborative feedback of curriculum, resonances of learning experiences

Abstract

Universities as institutions of knowledge, must have methodological proposals of a pedagogical type that allow them to update the curriculum, although each institution adopts models that allow them to achieve this objective, one of the weaknesses is active participation of the students; This study reflects on the value of student experiences and their implications for the qualification of training processes in university education. The work is based on the qualitative paradigm from a phenomenological approach; Ethnomethodology and ethno-research-training are used. For the generation of the information, the field diary and focus groups dynamized by collaborative activities are used, and the analysis is made of a thematic and contrastive category. In the exercise of characterizing the learning experiences that we call resonances, it is found that the collaborative feedback of the curriculum allows us to identify many resonances that normally remain in the opacity, that is, they are not taken into account and that are treated as epiphenomena of the training process. In this work we consider the value and capacity for alterity of the learning experiences, which are conceived as curriculative actors, that is, co-authors of the training experiences, who have knowledge that can be used to adjust the proposals of the curricular components, improving the quality of teaching, learning, pedagogical practice and qualification of the curriculum.