Concepciones de Estudiantes sobre Enseñanza Socialmente Justa. Un Estudio Fenomenográfico
School has a fundamental role in the fight against social injustices. In particular, instruction practice and how they develop teaching is a determining element in the achievement of a more just society. The present investigation focuses on knowing the conceptions of students about what a socially j...
| Authors: | , |
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| Format: | article |
| Status: | Published version |
| Publication Date: | 2018 |
| Country: | España |
| Institution: | Universidad de Sevilla (US) |
| Repository: | idUS. Depósito de Investigación de la Universidad de Sevilla |
| OAI Identifier: | oai:idus.us.es:11441/81921 |
| Online Access: | https://hdl.handle.net/11441/81921 https://doi.org/10.12795/revistafuentes.2018.v20.i2.05 |
| Access Level: | Open access |
| Keyword: | Socially just teaching Student conceptions Phenomenography Education for Social Justice Enseñanza socialmente justa Concepciones de estudiantes Fenomenografía Educación para la Justicia Social |
| Summary: | School has a fundamental role in the fight against social injustices. In particular, instruction practice and how they develop teaching is a determining element in the achievement of a more just society. The present investigation focuses on knowing the conceptions of students about what a socially just teaching is like. To achieve this, a phenomenological study was carried out with 32 students of Primary Education and Secondary Education of the Community of Madrid. The results show that the students consider that socially just teaching is one that: a) favors the integral development of students, b) works content sensitive to social injustices, c) promotes the participation of students in the process of learning, d) poses a useful and autonomous learning and e) teaches students to think and be critical |
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