Perspectivas de los docentes de educación básica elemental acerca del aprendizaje autónomo en sus estudiantes

Abstract

The present document is a research project in which the importance of autonomous learning in educational processes is framed. Indeed, it responds to the challenges facing education, especially to improve traditionalist practices that are still present in school teaching. It is necessary to consider that teachers' beliefs and attitudes influence the formation of their students. In this way, according to perception, strategies can be developed that activate knowledge, as they can give continuity to receptivity. For this reason, the general objective to guide the study is to analyze the perceptions that elementary school teachers have about the autonomous learning of their students. The methodology used is qualitative, with a descriptive scope, under a phenomenological design. To collect information, a semi-structured interview was applied to nine teachers from three institutions in the city of Cuenca. The results obtained show that there is confusion between autonomous learning and autonomy. In this regard, the participants emphasize that autonomy should be developed in students from the first years of school. However, through their accounts, the teachers show activities and teaching strategies with characteristics of this learning, such as: systematization of information, the role of the teacher as guide, and self-evaluation of knowledge.