| dc.contributor | Castañeda Lozano, Yebrail | |
| dc.creator | Granda Osorio, Javier Alonso | |
| dc.date | 2018-01-01T08:00:00Z | |
| dc.date.accessioned | 2022-10-13T14:10:37Z | |
| dc.date.available | 2022-10-13T14:10:37Z | |
| dc.identifier | https://ciencia.lasalle.edu.co/lic_educacion_religiosa/45 | |
| dc.identifier | https://ciencia.lasalle.edu.co/cgi/viewcontent.cgi?article=1044&context=lic_educacion_religiosa | |
| dc.identifier.uri | https://repositorioslatinoamericanos.uchile.cl/handle/2250/4165437 | |
| dc.description | <p>La articulación de la catequesis con la teoría educativa del paradigma mediador orienta el uso de las mediaciones pedagógicas en catequesis para convertirla en un espacio humanizador basado en los principios de responsabilidad, autonomía y libertad. Estos principios que el catequista y el catequizando configuran los procesos de enseñanza y aprendizaje contextualizados y significativos que logran la apropiación e interiorización del mensaje de fe cristiano. De igual manera, los procesos de enseñanza y aprendizaje basados en los criterios del paradigma mediador y las mediaciones hacen que el catequista asuma un rol mediador en el cual debe convertirse en colaborador en la construcción del conocimiento que realiza el catequizando. Para que esta colaboración sea óptima,</p> | |
| dc.description | The articulation of catechesis with the educational theory of the Mediator paradigm orients the use of pedagogical mediations in catechesis to make it a humanizing space based on the principles of responsibility, autonomy and freedom. These principles make the catechist and those who be catechized configure contextualized and meaningful teaching and learning processes that allow the appropriation and internalization of the message of Christian faith. Of equal way, the processes of education and learning based on the criteria of the mediating paradigm and the mediations do that the catechist assumes a mediating role in which it must turn into collaborator in the construction of the knowledge that those who be catechized realizes. In order for this collaboration to be optimal, the catechist to assume intentional mediation criteria that make catechesis a promoter of change and conversion center in two elements: the interpretation of existence in the light of the gospel as an option of Sense of life and meaningful interpersonal relationships as a source of reciprocal and collaborative learning. In addition to the mediation criteria, the catechist should improve his work as a pedagogue to fulfil his mediatory role effectively by reinforcing aspects such as the evaluation in catechesis and the use of strategies/evaluation tools. In this way, we propose the use of the portfolio as a strategy of didactic mediation and an instrument of learning and evaluation to help the catechist grow as a mediator of the learning of faith | |
| dc.language | spa | |
| dc.publisher | Universidad de La Salle. Facultad de Ciencias de la Educación. Licenciatura en Educación Religiosa | |
| dc.rights | http://creativecommons.org/licenses/by-nc-nd/4.0/ | |
| dc.rights | acceso abierto | |
| dc.subject | Catequesis | |
| dc.subject | Mediación pedagógica | |
| dc.subject | Perfil mediador | |
| dc.subject | Lineamientos | |
| dc.subject | Enseñanza-aprendizaje de la fe | |
| dc.subject | Catechesis | |
| dc.subject | Pedagogical mediation | |
| dc.subject | Mediator profile | |
| dc.subject | Guidelines | |
| dc.subject | Teaching-learning of the faith | |
| dc.subject | Educación religiosa | |
| dc.subject | Educacion religiosa - Metodos de enseñanza | |
| dc.subject | Religious education | |
| dc.subject | Religious education - Teaching methods | |
| dc.title | Hacia una catequesis mediadora | |
| dc.type | Trabajo de grado - Pregrado | |
| dc.thesis | Licenciatura en Educación Religiosa | |
