Identidad, fondos de conocimiento y formas de vida de la “Familia Cardona Rodríguez”: Un estudio psicogeográfico
The primary purpose of this paper is to articulate a theoretical and methodological approach to analyze identity, funds of knowledge and forms of life. In particular, an identity analysis, funds of knowledge and forms of life of a family from Colombia who lives near Girona (Catalonia) is reported. A...
| Autores: | , , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2011 |
| País: | España |
| Institución: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repositorio: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:recercat.cat:10256/9439 |
| Acceso en línea: | http://hdl.handle.net/10256/9439 |
| Access Level: | acceso abierto |
| Palabra clave: | Identitat (Psicologia) Identity (Psychology) Cultura -- Psicologia Cultural psychology Família i escola Home and school Educació inclusiva Inclusive education Ensenyament -- Innovacions Educational innovations Ensenyament -- Mètodes experimentals Education -- Experimental methods |
| Sumario: | The primary purpose of this paper is to articulate a theoretical and methodological approach to analyze identity, funds of knowledge and forms of life. In particular, an identity analysis, funds of knowledge and forms of life of a family from Colombia who lives near Girona (Catalonia) is reported. According to a cultural psychogeography of human development perspective, we distinguish three levels of analysis: the “psychological landscape”, the “vital geography”, and the “spatial political planning”. We use this approach to study identity, funds of knowledge, routines or forms of life of a particular family. Regarding methodology, we suggest using a mutlimethodological approach, mixing several quantitative and qualitative, visual and narrative techniques. The article illustrates, through psychogeographical maps, the activities, significant others, artifacts, institutions and physical-symbolic geographies embedded in life and identity of family members. We highlight the need to study “cultures in action” with various methodological strategies. Finally, we discuss the educational applications of this study. It seems to us that this theoretical and methodological approach can open new horizons in regard to family and school relationships. Specifically, when there are some discontinuities between both school culture and family culture |
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