La formación profesional integral en el contexto del sector financiero y contable en el SENA hoy, ante el reto de enseñar a aprehender

Abstract

This ar ticle seeks to contribute to the construction of an active didactic alternative for the financial sector in order to redirect teachers’ and students’ current roles in the teaching learning processes. The article starts with a conceptual approach to key terms involved in the educational process, such as teaching and learning, and this latter ’s impact in competences’ development. Depar ting from these concepts, the text proposes to progress from “learning” towards “apprehension”; from an “operational” task, towards a “reflective” task, in which the action’s causes, purposes, and methods are inherent conditions of the per formance, and are understood and argued by the student.

Taking as a starting point a diagnostic approach of current SENA didactics in the Centro de Servicios Financieros -CSF (Centre for the Financial Services), that is based on interviews with 60 teachers, and on the reports of performance activities in learning environments during the years 2012 and 201, the article evidences a strong emphasis on traditional unidirectional teaching, few innovative adherence to tutorials, a marked interest in training processes and underdeveloped skills of higher-order thinking. The article ends with some considerations that seek to contribute to the formulation of an educational alternative that emphasizes the role of apprentice in the construction of their own learning and help to redefine the role of the teacher as guide of the learning process.