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La vulnerabilidad escolar como mito: desafíos para el trabajo docente en entornos de exclusión social
| Content Provider | Semantic Scholar |
|---|---|
| Author | Vargas, Felipe Jiménez Cisternas, Carla Fardella Rojas, Jorge Eduardo Chavez |
| Copyright Year | 2018 |
| Abstract | espanolLa existencia de una conceptualizacion deficitaria de la vulnerabilidad social en los discursos de docentes, obliga a introducir perspectivas de justicia social en las politicas y programas de formacion inicial docente. A traves de un estudio etnografico de casos con 18 docentes egresados de tres programas de formacion de la misma universidad, el articulo examina disposiciones docentes en torno a la presencia de diversidad socioeconomica en la escuela. Las discusiones apuntan a reconocer ambitos de renovacion curricular de la formacion inicial que, a traves de la investigacion-accion y del reconocimiento de los fondos de conocimientos de los estudiantes y sus familias, contribuyan a un cuestionamiento de los sistemas de creencias de los futuros profesores, incremente las continuidades familia-escuela y permita, a fin de cuentas, el desarrollo de practicas pedagogicas culturalmente responsables y alineadas con los principios de una educacion para la justicia social. EnglishThe existence of a deficit conceptualization of social vulnerability in the discourses of teachers, forces to introduce perspectives of social justice in the policies and programs of initial teacher training. Through an ethnographic study of cases with 18 teachers graduated from three training programs of the same university, the article examines teaching dispositions regarding the presence of socioeconomic diversity in the school. The discussions aim to recognize areas of curricular renewal of initial training that, through action research and recognition funds of knowledge of students and their families, contribute to a questioning of the belief systems of future teachers, increase family-school continuities and allow, in the end, the development of culturally responsible pedagogical practices aligned with the principles of an education for social justice. |
| Starting Page | 2147 |
| Ending Page | 2147 |
| Page Count | 1 |
| File Format | PDF HTM / HTML |
| DOI | 10.5565/rev/athenea.2147 |
| Volume Number | 18 |
| Alternate Webpage(s) | https://atheneadigital.net/article/download/v18-n3-jimenez-fardella-chavez/2147-pdf-es |
| Alternate Webpage(s) | https://doi.org/10.5565/rev%2Fathenea.2147 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
