CONTEXTUALIZATION OF LEARNING. A TELEOLOGICAL VISION IN THE VILLAGE EL MÁCARO UBV

Abstract

The training of personnel who carry out teaching functions is of vital importance. This is why the Venezuelan state, in its desire to guarantee this right to those who wish to carry out these functions, has made available the National Educator Training Programme (PNF). The objective was to elucidate the curricular contextualisation that emerges in the graduates of the PNF education with what the contextualisation of learning pursues, a teleological vision in the El Mácaro Village of the UBV. The qualitative approach was followed under the procedural contributions of hermeneutics. The key informants were two teachers whose pseudonyms were Reflexiva and Experiencia. Non-participant observation and in-depth interviews were used as techniques, and notebooks and recordings were used to support both techniques. The results showed that there are contradictions between theory and practice in teaching, as well as between discourse and action in university teaching.