Redescubrir el valor de la experiencia en la educación: mediante un quehacer investigativo sobre las prácticas

• Autores: Zarta Rojas, Fabian Andrey, Juliao Vargas, Carlos Germán
• Formato: artículo
• Fecha de Publicación: 2025
• Institución: Pontificia Universidad Católica del Perú
• Repositorio: PUCP-Institucional
• Lenguaje: español
• OAI Identifier: oai:repositorio.pucp.edu.pe:20.500.14657/205009
• Enlace del recurso: https://revistas.pucp.edu.pe/index.php/educacion/article/view/32220/28077; http://hdl.handle.net/20.500.14657/205009; https://doi.org/10.18800/educacion.202502.E001
• Nivel de acceso: acceso abierto
• Materia: Education; Reflection; Experience; Practice; Research; Educação; Reflexão; Experiência; Prática; Pesquisa; https://purl.org/pe-repo/ocde/ford#5.03.00

The starting point of this article is a reflective exercise guided by the following question: in what ways, and to what extent, is the notion of experience linked to praxis and, consequently, to praxeological research? In this sense, the “constituted space” of experience becomes the raw material of all praxeological inquiry in education. To address this question, five analytical axes are considered: (1) the creative nature of experience; (2) experience as action and memory; (3) experience and action; (4) experience and narration; and (5) experience and research as a way of understanding “in complexity.” The conclusions suggest that praxeological research and reflection in education seek to apprehend lived human experience by integrating a diversity of perspectives.