INTERESES QUE ORIENTAN A LAS PRÁCTICAS PEDAGÓGICAS DE LAS MATEMÁTICAS EN INGENIERÍA

Cuando las practicas pedagogicas son informadas por intereses emancipadores, los docentes estan comprometidos con una praxis que les permite tomar conciencia de las limitaciones sobre la accion, para liberarse y liberar a otros, conquistar la autonomia y la responsabilidad. El objetivo fue evaluar las practicas pedagogicas del Departamento de Matematica de la Facultad Ingenieria de La Universidad del Zulia en funcion de intereses tecnicos, practicos y emancipadores. El estudio se fundamento en las teorias de Habermas, los planteamientos de Freire, Grundy y Carr y Kemmis. La metodologia fue cualitativa, usando la entrevista a profundidad y la observacion externa; y 3 instrumentos de recoleccion de informacion. Los instrumentos fueron 16 docentes y 32 alumnos. Se encontro que las practicas pedagogicas estan orientadas por intereses tecnicos, lo que no propicia el desarrollo de alumnos comprometidos con su proceso de aprendizaje; por el contrario, provoca la formacion de estudiantes receptores, pasivos y acriticos; y docentes centrados en si mismos, duenos del conocimiento, estaticos, autocraticos, reproductores e impositivos. Se propuso al docente que permitiera la participacion equitativa y libre de los alumnos en el proceso educativo, propiciara en ellos la critica y el consenso, contribuyera con su formacion integral y los considerara como actores principales. Palabras Claves: Practicas pedagogicas, interes tecnico, interes practico, interes emancipador, praxis, curriculo, matematica, ingenieria. Abstract In order to achieve that pedagogical practices be informed by emancipating interests, teachers must get engaged with a praxis which let them be conscious of limitations of the action, so they can liberate themselves and liberate others from those restrictions and conquer autonomy and responsibility. Objective was to evaluate pedagogical practices at the Mathematics Department of the Engineering Faculty at the University of Zulia in terms of technical, practical and emancipator interests. The study was founded on Habermas Theories, Freire, Grundy, and Carr and Kemmis statements, among others. Qualitative methodology was employed, using depth interview and external observation; and three instruments for collecting information. A 16 teacher and 32 student sample. The study showed that pedagogical practices are guided by technical interests, which is a condition that doesn’t make propitious the development of students engaged with their learning process; on the contrary, it generates receptive, passive, non-critical students; and, on the other hand, self-centered, knowledge-owners, static, autocratic, reproductive, obligating teachers. Permitting free, equitable participation of students in their educative process was proposed to the teacher, as well as to propitiate on them criticism and consensus, contributing with their integral formation and considering them as main actors Key words: pedagogical practices, technical interest, practical interest, emancipator interest, praxis, curriculum, mathematics, engineering.