Dominant pedagogical practices and their influence on self-esteem and academic performance of second-year secondary school students
DOI:
https://doi.org/10.63688/r7np6117Keywords:
dominant pedagogical practices, self-esteem, academic performance, decolonial education, mathematicsAbstract
The objective of this research was to determine the influence of dominant pedagogical practices on the self-esteem and academic performance of students in the second year of productive community secondary education at the Simeón Roncal "B" Educational Unit, located in the city of Potosí, Bolivia. The study was developed under a mixed approach with a predominance of qualitative, from an interpretative and decolonial perspective, allowing us to understand the relationship between pedagogical processes, affective dimensions and school performance. The population was made up of 37 students, 4 teachers and 4 parents, using participant observation, semi-structured interviews and institutional documentary review as techniques. The results showed that pedagogical practices focused on the transmission of content, disciplinary control and little attention to the emotional dimension negatively affect student self-esteem, generating insecurity, low participation and fear of error, especially in the area of mathematics. It was also identified that the limited affective family accompaniment and the poor coordination between family and school deepen these difficulties. It is concluded that strengthening self-esteem and improving academic performance requires transforming traditional pedagogical practices towards a more comprehensive, humanizing and decolonizing education, where the student is recognized as a sentient subject within his or her training process.
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