Integración interdisciplinaria en el aprendizaje-servicio: un modelo para la gestión de proyectos en la educación superior

• Autores: Agarzelim Alvarez Milán, María Elena Villareal
• Localización: RIDAS. Revista iberoamericana de aprendizaje servicio: Solidaridad, ciudadanía y educación, ISSN-e 2339-9341, Nº. 8, 2019, págs. 96-105
• Idioma: español
• Títulos paralelos:
  • Interdisciplinary Integration in Service-Learning: A Model for Project Management in Higher Education
• Enlaces
  • Texto completo
• Resumen
  • español

    Al utilizar la metodología de aprendizaje-servicio en educación profesional como parte del proceso de enseñanza y aprendizaje se pretende integrar conocimientos y compromiso social en el estudiante universitario. Sin embargo, cuando este esfuerzo se realiza a través de una integración interdisciplinaria, se amplía la orientación que el alumno requiere dentro de su propia disciplina y lo vuelve incluyente de otras áreas o especialidades que coadyuven a un beneficio común. La planeación, ejecución y observación integrada en dos áreas distintas con puntos de articulación en función de los objetivos de aprendizaje y afines en los objetivos de servicio, orientó la intervención lograda hacia el establecimiento de un modelo de gestión del aprendizaje-servicio de manera interdisciplinaria en las áreas de negocios y salud. El modelo propone dos niveles de operación dentro de un macroproceso integral: un nivel sistémico curricular, que identifica puntos de articulación y de integración interdisciplinaria en beneficio de una población vulnerable; y un nivel instrumental de aprendizaje-servicio que contempla la ejecución de las distintas etapas de la metodología.

  • English

    By using the Service-Learning methodology in professional education as part of the teaching and learning process, the aim is to integrate knowledge and social commitment for the benefit of university students. However, when this effort is made through interdisciplinary integration, the orientation required by the student within his or her own discipline is broadened to include other areas or specialties that contribute to a common benefit. This integration also fosters the widening of the spectrum of tangible results both in the service community and in the different disciplines that make use of this methodology. Integrated planning, execution and observation in two distinct areas with points of articulation according to the learning goals and service objectives, guided the intervention described in this paper, which was aimed at producing a service-learning management model in an interdisciplinary manner in the areas of business and health. The model proposes two operational levels within an integral macro-process: a curricular systemic level, which identifies points of articulation and interdisciplinary integration for the benefit of a vulnerable population; and an instrumental level of Service-Learning that contemplates the execution of the different stages of the methodology. The model also considers the different challenges identified in the experience or project as part of the management macro-process, which vary according to the context in which the project takes place and the disciplines involved. The interdisciplinary methodology benefitted students in each discipline by empowering them, promoting joint work, as well as raising social awareness and prompting resolution of related problems, stimulating critical thinking, in addition to applying knowledge acquired in class. A more participative response was also obtained from the service population, as this was an intervention with an integral approach directed from different perspectives.