DRAWING GEOGRAPHIES: TOWARDS PEDAGOGICAL TERRITORIES THAT MAKE INVESTIGATIVE SKILLS POSSIBLE

Abstract

Objective: to perform a reading of the Colombian and Chilean educational realities, from the cooperation of the University of La Serena; while the educational experience around the stimulation of research skills from school, recognizing the teacher as researcher, is reconfigured. Methodology: complex rationality, which is based on the principles of recursion, dialogues, complexity, connection, emergency, self-eco-organization, hologramatic and feedback. Findings: minimal use and detection of previous knowledge; little intervention against scientific approaches; impairment in the ability to generate praxis; little fantasy, imagination and creativity; apathy to the question as dialectic opportunity. Conclusion: the skills to investigate as human development can only take place through educational niches, where teacher´s mediation is demarcated by the question as a vital link to the world.