Good pedagogical practices in the face of the Taylorian impervious educational subject in the postmodern era

Abstract

<p>This article is derived from the research entitled “Recovery of good pedagogical practices in the Yarumito Rural Educational Institution (REI), from an educational ethnographic perspective,” and it examines good pedagogical practices that occur within this educational institution. To the effect, an analysis was carried out of the information contained in the field diary, observations, and interviews with teachers, school administrators, and students, as well as the content of some videos regarding pedagogical practices. The most outstanding results are the following: 1) teachers must validate good pedagogical practices to overcome challenges in these post-industrial times; 2) in the face of the secularization of the school, product of the new mentality of postmodern educational subjects, it is necessary that teachers and school administrators are not indifferent to the reality of the context and to student necessities; 3) the desired school must be built based on the daily practices of educational subjects, on micro-agreements, and on structures of reception and hospitality</p>