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Artículos de Investigación

Vol. 6 Núm. 12 (2026): Revista Simón Rodríguez

La experiencia vivida del acompañamiento pedagógico: reflexión docente desde la fenomenología hermenéutica

The lived experience of pedagogical accompaniment: Teacher reflection from hermeneutic phenomenology
Publicado
2026-09-14
Introducción: El monitoreo y acompañamiento pedagógico constituye una estrategia orientada al fortalecimiento de la práctica docente; sin embargo, su implementación también genera experiencias subjetivas relacionadas con la evaluación, la identidad profesional y las emociones asociadas al proceso de observación. Objetivo: Comprender el sentido de la experiencia vivida por docentes de educación básica durante los procesos de monitoreo y acompañamiento pedagógico. Metodología: Se desarrolló una investigación cualitativa bajo un paradigma interpretativo con orientación fenomenológico-hermenéutica. Participaron seis docentes mujeres de instituciones públicas de educación inicial, primaria y secundaria, seleccionadas mediante muestreo intencional. La información se obtuvo mediante entrevistas fenomenológicas en profundidad y diarios de reflexividad. Las entrevistas fueron grabadas, transcritas literalmente y analizadas mediante lecturas holística, selectiva y detallada para identificar estructuras temáticas emergentes. Resultados: El análisis permitió identificar tres estructuras temáticas: la dimensión intersubjetiva y dialógica del acompañamiento; la corporalidad y vivencia somática del escrutinio; y la espacialidad, redes de apoyo y resignificación colectiva. Los hallazgos evidenciaron que el monitoreo genera incertidumbre, tensión corporal y procesos de autovaloración profesional; no obstante, una retroalimentación oportuna, respetuosa y horizontal favorece su resignificación como oportunidad de reflexión, aprendizaje y desarrollo profesional. Conclusiones: El acompañamiento pedagógico adquiere sentido formativo cuando reconoce la vulnerabilidad docente, promueve relaciones basadas en el diálogo y la confianza, y orienta la práctica educativa hacia procesos de mejora continúa centrados en el aprendizaje de los estudiantes.
Introduction: Pedagogical monitoring and support constitute a strategy aimed at strengthening teaching practice; however, their implementation also generates subjective experiences related to evaluation, professional identity, and the emotions associated with the observation process. Objective: To understand the meaning of the lived experience of basic education teachers during pedagogical monitoring and support processes. Methodology: A qualitative study was conducted within an interpretive paradigm and a phenomenological-hermeneutic approach. Six female teachers from public early childhood, primary, and secondary education institutions participated in the study and were selected through purposive sampling. Data were collected through in-depth phenomenological interviews and reflexive journals. The interviews were recorded, transcribed verbatim, and analyzed through holistic, selective, and detailed readings to identify emerging thematic structures. Results: The analysis identified three thematic structures: the intersubjective and dialogical dimension of pedagogical support; embodiment and the embodied experience of being scrutinized; and spatiality, support networks, and collective re-signification. The findings showed that monitoring generates uncertainty, bodily tension, and processes of professional self-appraisal. However, timely, respectful, and horizontal feedback facilitates the re-signification of these experiences as opportunities for reflection, learning, and professional development. Conclusions: Pedagogical support acquires formative meaning when it acknowledges teachers’ vulnerability, fosters relationships grounded in dialogue and trust, and guides educational practice toward continuous improvement processes centered on student learning.
Número:
Vol. 6 Núm. 12 (2026): Revista Simón Rodríguez
Sección:
Artículos de Investigación

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