Narratives and pedagogical practices of teachers on the Urban Active School Model

Abstract

The purpose of this qualitative research article is to analyze the pedagogical practices of the teachers who are part of the Urban Active School Model (EAU) through their narratives. It intentionally establishes as units of analysis 10 teachers called liaisons from public schools in the city of Manizales. Our intentional selection was guided by their experience with the educational model studied and their trajectory in the pedagogical field. The information that supports the study was collected through semi-structured interviews and was systematized and triangulated using the Atlas.ti program where the operationalization of categories in order to understand the phenomenon under study was conducted, as well as the identification of convergent and divergent trends of pedagogical practices with respect to the EAU educational model. The results were then interpreted through a specific analysis. The findings and recommendations are structures narrated by the teachers, which makes this article a collaborative construction process.