Abstract:

The retrospective systematization of the experience in the UTM English Club, through a reflexive dialogue between theoretical knowledge and the knowledge that emerges from practice, constitutes the objective of this article, as a partial result of the doctoral thesis of one of the authors of the work, aimed at resituating and reframing the role of extension projects as social spaces of learning and training. The reflective axis of the analysis focuses on the pedagogical dimension, which sustains the educational value of these social learning experiences in real contexts for the participating actors.

We work with the mixed case study, with a complete integration design, in order to document the case (UTM English Club) in depth, understand it from the voices of its informants (beneficiary agents and participants) and establish the lines of change.

The systematization of experience recovers relevant theoretical references from the scientific literature, which allow to understand and problematize the practice, in an encounter and disagreement of diverse, controversial, contradictory and enriching views; normative documents that legitimize the institutionalization of the linkage as a university process in the Ecuadorian higher education institutions, and in particular in the UTM, together with the revision of the documents prepared for the planning, execution, monitoring and evaluation of the project and the final reports of each experience are analyzed.

Questionnaires and interviews were also applied, with the aim of documenting and understanding the experience from the voices of its main actors.

Keywords:

Training linkage practice, pedagogical dimension, linkage, case study, systematization of experience.