El educador como sujeto reflexivo: narrativas de transformación en la práctica pedagógica
Introduction: This article examines the transformation of nutrition professionals into educators through reflection-in-action, taking as a case the Prevention Project (2019-2023). It seeks to understand how situated pedagogical practices support the construction of a teaching identity among professi...
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UNIVERSIDAD ANTONIO NARIÑO
2026
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| author | GIRALDO SANCHEZ, PAULA |
| author_facet | GIRALDO SANCHEZ, PAULA |
| author_sort | GIRALDO SANCHEZ, PAULA |
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| description | Introduction: This article examines the transformation of nutrition professionals into educators through reflection-in-action, taking as a case the Prevention Project (2019-2023). It seeks to understand how situated pedagogical practices support the construction of a teaching identity among professionals traditionally trained from a technical perspective. Methodology: A qualitative study was conducted using narrative analysis of interviews with educators-in-training who participated in educational sessions with schoolchildren and families. The corpus was organized into emerging categories related to didactic methodologies, reflexivity, construction of the teaching role, and tensions between technical discourse and lived experience. Results and discussion: The narratives show that pedagogical practice operated as a reflective learning space in which educators moved from a technical performance toward a critical understanding of their role. Reflection-in-action enabled them to adjust strategies, question decisions, and value error as a formative opportunity. Cooking, play, multisensory experiences, and participatory dynamics emerged as central mediations for generating meaningful learning and strengthening educational relationships. Tensions also surfaced between theory and practice, instrumental versus pedagogical uses of didactic resources, and the need to integrate technical knowledge and experience in a dialogical and situated manner. Conclusions: When lived as a reflective experience, pedagogical practice reshapes the identity of nutritionists and guides them toward an ethical, sensitive, and socially committed educational role aligned with the right to food. Strengthening training processes that integrate systematic reflection, teaching accompaniment, and real educational settings is recommended, recognizing teaching as a transformative praxis in non-pedagogical fields. |
| format | Digital |
| id | revistas.uan.edu.co-article-2355 |
| institution | Revista PAPELES |
| language | spa |
| publishDate | 2026 |
| publisher | UNIVERSIDAD ANTONIO NARIÑO |
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| spelling | revistas.uan.edu.co-article-23552026-05-17T09:51:14Z TThe Educator as a Reflective Subject: Narratives of Transformation in Pedagogical Practice El educador como sujeto reflexivo: narrativas de transformación en la práctica pedagógica GIRALDO SANCHEZ, PAULA Práctica pedagógica reflexión docente educación nutricional identidad profesional narrativas educativas Pedagogical practice teacher reflection nutritional education professional identity educational narratives Introduction: This article examines the transformation of nutrition professionals into educators through reflection-in-action, taking as a case the Prevention Project (2019-2023). It seeks to understand how situated pedagogical practices support the construction of a teaching identity among professionals traditionally trained from a technical perspective. Methodology: A qualitative study was conducted using narrative analysis of interviews with educators-in-training who participated in educational sessions with schoolchildren and families. The corpus was organized into emerging categories related to didactic methodologies, reflexivity, construction of the teaching role, and tensions between technical discourse and lived experience. Results and discussion: The narratives show that pedagogical practice operated as a reflective learning space in which educators moved from a technical performance toward a critical understanding of their role. Reflection-in-action enabled them to adjust strategies, question decisions, and value error as a formative opportunity. Cooking, play, multisensory experiences, and participatory dynamics emerged as central mediations for generating meaningful learning and strengthening educational relationships. Tensions also surfaced between theory and practice, instrumental versus pedagogical uses of didactic resources, and the need to integrate technical knowledge and experience in a dialogical and situated manner. Conclusions: When lived as a reflective experience, pedagogical practice reshapes the identity of nutritionists and guides them toward an ethical, sensitive, and socially committed educational role aligned with the right to food. Strengthening training processes that integrate systematic reflection, teaching accompaniment, and real educational settings is recommended, recognizing teaching as a transformative praxis in non-pedagogical fields. Introducción: este artículo examina la transformación del nutricionista en educador a partir de la reflexión en la acción, tomando como caso el Proyecto Prevención (2019-2023). Se busca comprender cómo las prácticas pedagógicas situadas favorecen la construcción de una identidad docente en profesionales tradicionalmente formadas desde lo técnico.Metodología: se desarrolló un estudio cualitativo basado en análisis narrativo de entrevistas a educadoras en formación que participaron en sesiones educativas con escolares y familias. El corpus se organizó en categorías emergentes relacionadas con metodologías didácticas, reflexividad, construcción del rol docente y tensiones entre discurso técnico y experiencia. Resultados y discusión: las narrativas muestran que la práctica pedagógica funcionó como un espacio de aprendizaje reflexivo en el que las educadoras transitaron de un hacer técnico hacia una comprensión crítica de su rol. La reflexión en la acción permitió ajustar estrategias, problematizar decisiones y valorar el error como oportunidad formativa. La cocina, el juego, la multisensorialidad y las dinámicas participativas se consolidaron como mediaciones centrales para generar aprendizajes significativos y construir vínculos educativos. También emergieron tensiones entre teoría y práctica, uso instrumental de recursos didácticos y necesidad de integrar saber técnico y experiencia de manera dialógica y situada. Conclusiones: la práctica pedagógica, cuando se vive como experiencia reflexiva, reconfigura la identidad del nutricionista y lo orienta hacia un ejercicio educativo ético, sensible y comprometido con el derecho a la alimentación. Se recomienda fortalecer procesos formativos que integren reflexión sistemática, acompañamiento docente y escenarios reales de práctica, reconociendo la enseñanza como una praxis transformadora en campos no pedagógicos. UNIVERSIDAD ANTONIO NARIÑO 2026-05-16 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.uan.edu.co/index.php/papeles/article/view/2355 10.54104/papeles.v18n35.2355 Papeles; Vol. 18 No. 35 (2026): Volumen 18 issue 35 (january - july, 2026) Papeles; Vol. 18 Núm. 35 (2026): Volumen 18 número 35 (Enero - julio, 2026) Papeles; v. 18 n. 35 (2026): Volume 18, edição 35 (janeiro - julho, 2026) 2346-0911 0123-0670 10.54104/papeles.v18n35 spa https://revistas.uan.edu.co/index.php/papeles/article/view/2355/1808 Copyright (c) 2026 PAULA GIRALDO SANCHEZ https://creativecommons.org/licenses/by-nd/4.0 |
| spellingShingle | Práctica pedagógica reflexión docente educación nutricional identidad profesional narrativas educativas Pedagogical practice teacher reflection nutritional education professional identity educational narratives GIRALDO SANCHEZ, PAULA El educador como sujeto reflexivo: narrativas de transformación en la práctica pedagógica |
| title | El educador como sujeto reflexivo: narrativas de transformación en la práctica pedagógica |
| title_alt | TThe Educator as a Reflective Subject: Narratives of Transformation in Pedagogical Practice |
| title_full | El educador como sujeto reflexivo: narrativas de transformación en la práctica pedagógica |
| title_fullStr | El educador como sujeto reflexivo: narrativas de transformación en la práctica pedagógica |
| title_full_unstemmed | El educador como sujeto reflexivo: narrativas de transformación en la práctica pedagógica |
| title_short | El educador como sujeto reflexivo: narrativas de transformación en la práctica pedagógica |
| title_sort | el educador como sujeto reflexivo narrativas de transformacion en la practica pedagogica |
| topic | Práctica pedagógica reflexión docente educación nutricional identidad profesional narrativas educativas Pedagogical practice teacher reflection nutritional education professional identity educational narratives |
| topic_facet | Práctica pedagógica reflexión docente educación nutricional identidad profesional narrativas educativas Pedagogical practice teacher reflection nutritional education professional identity educational narratives |
| url | https://revistas.uan.edu.co/index.php/papeles/article/view/2355 |
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