Desarrollando Fondos de Conocimiento: Prácticas Educativas Socialmente Justas en el Contexto Español
The Funds of Knowledge (FoK), since their origin in the early nineties, have aimed at de- veloping sensitive and contextualized school educational practices to the family experi- ences of culturally diverse students. From a sociocultural approach, the program has be- come a benchmark in educational...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| 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:10256/20268 |
| Acceso en línea: | http://hdl.handle.net/10256/20268 |
| Access Level: | acceso abierto |
| Palabra clave: | Educació inclusiva Inclusive education Família i escola Home and school Atenció a la diversitat Justícia social Social justice |
| Sumario: | The Funds of Knowledge (FoK), since their origin in the early nineties, have aimed at de- veloping sensitive and contextualized school educational practices to the family experi- ences of culturally diverse students. From a sociocultural approach, the program has be- come a benchmark in educational social justice practices, assuming a critical approach and placing structural inequalities, power relations and the perspective of cultural defi- cit in education at the center of its transformative action. In turn, it proposes a theoreti- cal-methodological framework to recover the dignity and representativeness of families in schools, through their knowledge, resources and strengths. The procedure consists of visiting the families by the teachers and collecting the funds of knowledge through inter- views and ethnographic techniques, to then develop didactic units in the school context. Next, three educational experiences in the Spanish context are presented, guided by the FoK approach, where original, redistributive and representative pedagogical practices are highlighted with the aim of improving educational processes of cultural congruence and the development of inclusive cultures |
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