Disruptive strategies for the disclosure of academic products

Abstract

Current trends in university education invite us to rethink teaching-learning practices in terms of research and dissemination of academic products that are developed in the context of Venezuelan experimental universities. Thus, teachers have become facilitators and mediators of the knowledge that is built in the classroom, empowering students with tools that help generate research skills, becoming builders and promoters of that knowledge. Therefore, this research evaluates the experience of the implementation of disruptive techniques for the dissemination of academic products, through research directed at the Disaster Management career at the National Experimental Polytechnic University of the National Armed Forces during the year 2022. The methodology It responds to the qualitative paradigm and the  constructionist approach, with a design organized in four phases, following the logical sequences of the theoretical reference that supports the directed research. Resulting in eleven (11) inductive categories, from which two (02) academic products (essays and posters) emerged, motivating the informant subjects to apply two (02) disruptive strategies for the generation of knowledge, through the production of visual and audiovisual material, in order to be disclosed on internet platforms (social networks). In conclusion, disruptive strategies can contribute to the dissemination of academic products generated in the classroom, mediation and facilitation of teacher learning and active participation of students being important.