Configuration, direction and links of academic training processes in social research

Abstract

Pedagogical reflection, understood as a phenomenological exercise on lived experiences, seeks to explain phenomena, facts and training practices. This reflection accounts for the perspectives assumed, replicated or transformed by teachers who train in social research. This article explores and questions the teaching practices in social research, and explains the matrices in which the different proposals are configured. After a critical analysis of the models, assumptions and formative paradigms, the pedagogical proposal that seeks to form a research culture in university students of social sciences is characterized and its configuration, meanings and articulations are studied.