Resumen

CASTRO, Elizabeth; ROSARIO, Peley  y  MORILLO, Roselia. Educational praxis: An approach to reality in the classroom. Revista Venezolana de Gerencia [online]. 2009, vol.14, n.45, pp.125-143. ISSN 1315-9984.

It is disturbing to see groups of students in schools who are apathetic and discouraged in their studies, but the most alarming thing about this reality is not the students' lack of interest but that of the teachers who have the responsibility and duty to direct and administer education in the classroom, as well as having the responsibility for developing the student's motivation and guiding him/her in an appropriate manner. This article analyzes the practice of education in the classroom and how instructional strategies that teachers currently use during the instructional process are applied. The information was collected through the techniques of observation, in-depth interviews and a questionnaire. Data collection instruments utilized were screenplay observation, teacher questionnaires and interview scripts. Findings reflect that a high percentage of teachers use instructional strategies, plan their classes and consider themselves to be highly responsible, while the lowest percentages are found in categories oriented toward participation and feedback in the classroom. These results permit concluding that the teacher's pedagogical practice in utilizing instructional strategies awakens very little desire for learning on the part of the students, or for the development of innovative capacities; it is also shown that the teachers do not promote active and conscious participation by their students during classes.

Palabras clave : Educational praxis; instructional strategies; meaningful learning.