Keys on the Formation and Human Development in Pedagogy

This paper is based on the experiences of the author, who has worked in the various levels of the Venezuelan educational system. This has been a very important platform to understand the ideas of education and human development within the Venezuelan institutionality in the educational field. The idea of education that we have, as teachers, should be rethought in order to consider the personal stories of those who share with us their time, interests and willingness: children, young people or adults, all with particular identities, differences and coincidences. The teachers, the schools and the State cannot consider an education for someone they do not know. In this sense, we provide some reflections resulting from our ethnographic work, based on the school life, interviews, class analysis, observations, and stories, among others. Our thoughts are classified as formation, hope, dialogue, attitude, and school life.

The virtual class as a knowledge democratization model

This paper presents the conceptualization and use of a virtual classroom in the course EIF-200 Fundamentos de Informática, first course in the Information Systems Engineering career of the Universidad Nacional of Costa Rica. The virtual classroom is seen as a complement to the class and is conceived as a space that allows to centralize teaching resources, thereby promoting the  democratization of knowledge among students and teachers. Furthermore, this concept of virtual classroom helps to reduce the culture of individualism, present many times in university teaching practices, and contributes to create new opportunities to learn from other colleagues within a culture of reflection, analysis and respectful dialogue aimed to improve the teaching practices.