La Investigación Acción Participativa Transformadora como método de cambio en las prácticas pedagógicas de las docentes del Programa Nacional de Formación Avanzada en el área de educación inicial

Abstract

The purpose of this research is to demonstrate the relevance of the Participatory Transformative Action Research (IAPT) method as an innovative strategy in the pedagogical practices of teachers of the initial education level through the National Experimental University of Teaching (UNEM). The study arises from the experience developed by the Territorial Coordination in the State of Falcón Venezuela. The research is based on the theoretical arguments of Paulo Freire and Habermas, who offer valuable contributions aimed at rethinking the social sciences, liberating education and understanding the new logics contextualized to our culture. Methodologically, in the first instance, the described action scenario was diagnosed, then the information was collected through accompanying visits, work tables and exchange of experiences, and it was determined as a result that the PNFAEI research teachers manifest some resistance to the new paradigms, attitudinal, training and cultural barriers, the transformative proposal consists of a pedagogical model of training in research and educational innovation and comprises three processes: awareness, rethinking the current social sciences and continuous training on the relevance of the IAPT method in the Initial education. The main results express a change in the teachers who developed skills as an innovative mechanism.