Del estigma a la colaboración docente: la transformación de una escuela extraordinaria
This paper reflects on the ideas and convictions that teachers have about students from disadvantaged groups, by collecting and confronting perceptions, discourses and practices that show the influence of social representations as a key element of the teaching role. On the basis of a companionship a...
| Autores: | , , |
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| Tipo de documento: | artigo |
| Data de publicação: | 2021 |
| País: | España |
| Recursos: | Universidad de Castilla-La Mancha |
| Repositório: | RUIdeRA. Repositorio Institucional de la UCLM |
| OAI Identifier: | oai:ruidera.uclm.es:10578/47420 |
| Acesso em linha: | https://doi.org/10.47553/rifop.v96i35.1.82488 https://hdl.handle.net/10578/47420 https://recyt.fecyt.es/index.php/RIFOP/article/view/82488 |
| Access Level: | Acceso aberto |
| Palavra-chave: | alumnado gitano Comunidad de Aprendizaje ethnography etnografía expectativas docentes Learning Community reflexión socioemocional representaciones sociales roma students social representations socio-emotional reflection teaching expectations |
| Resumo: | This paper reflects on the ideas and convictions that teachers have about students from disadvantaged groups, by collecting and confronting perceptions, discourses and practices that show the influence of social representations as a key element of the teaching role. On the basis of a companionship and ethnographic research experience, on the one hand the awareness and the resignificance of stigma in the teaching expectations constructions are explored. The path started from a ghetto context towards a school model based on successful educational actions (through interaction and dialogic learning), opens a space of opportunities for reflection and teaching cooperation that invigorates its critical and transformative role in the educational process. On the other hand, the analysis identifies the teacher´s socio-emotional skill as a key element to face student´s social background and cultural identity. That is why the results provided bring us closer to the need to review teaching practices and discourses from joint reflexive practice, betting on the reconstruction of identity as professionals of education, a fundamental element to be able to carry out the opening of an excluded educational community. All this as a key aspect for the search for meaning of what you want to transform and to make the leap to a Learning Community. |
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