Sistematización de experiencias de las prácticas: Ambientes de aprendizajes en el área de Educación Cultural y Artística sustentados en las Tics como mediación didáctica en EGB. 2021-2022

Abstract

This paper is aimed at systematizing two educational research projects, developed in the fourth and seventh cycle of the Basic Education career through the PIENSA built during the pre-professional practices in the UE "Zoila Esperanza Palacio" and the UE "Remigio Romero y Cordero". The projects were aimed at investigating the problem related to the use of Tics as didactic mediation, specifically in the virtual and face-to-face modalities, in 5th and 6th years of EGB. The objective is to create a hybrid learning environment based on Tics as didactic mediation in the area of Cultural and Artistic Education from the qualitative research approach and the socio-critical paradigm. According to Inciarte, Camacho and Casilla (2017), it mentions that the systematization of experiences "Is a path that leads to clarify the links between experiences, exercises and reflections that bet on the development of a critical, reflective, strategic and purposeful awareness, for a democratic, transformative and guiding learning of other practices" (p. 326). This methodology has contributed significantly to the historical research construction and to the critical dialogue from the different didactic and pedagogical theories related to learning environments and the use of Tics as didactic mediation in the experiences lived in practice. It proposes as a result to discover and make explicit the research logic of the process lived in practice, the identification of the main didactic and curricular needs of the area of Cultural and Artistic Education (ECA), supported by technology, as well as the factors that have intervened in this process and its main relationships. The hybrid learning environment, also called Blended learning, according to Osorio (2010) is the combination of two integrated archetypal environments, i.e., traditional education that is developed face to face and virtual education that is developed through educational platforms where the teacher and student are complementary and build knowledge in a continuous training process. Carman (2002) "identifies five common elements that must be present in the hybrid model: live events, autonomous and self-placed learning, collaboration, evaluation and support materials" (p. 4). The main conclusion of the systematization of experiences and the critical interpretation of the process for each stage is to favor the analysis of the potential of a hybrid learning environment based on Tics as a didactic mediation in the area of Cultural and Artistic Education (ECA), whose face-to-face and virtual functionality allows its contextualization in the Ecuadorian educational reality.