Abstract

This research aims to describe the pedagogical practices of teachers racing civil engineering. South-central Chile, selected by accessibility sampling. To do the analysis of semi-structured interviews applied to 15 teachers from public and private universities in the downtown area is used. The interviews, which are part of a larger study, were analyzed with a qualitative methodology, using grounded theory of Strauss and Corbin. The results indicate the emergence of seven inductive categories. It is concluded that teaching practices depend on the type of knowledge that is taught, that according to respondents is governed by scientific processes. It is further evidence that teachers use traditional teaching strategies that mostly academic content and skills engineering work, without incorporating social and contextual aspects necessary in university education