Publication: De la formación permanente del profesorado a la formación dialógica de la comunidad: análisis de una tertulia pedagógica comunitaria
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2016-12-13
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Universidad Complutense de Madrid
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Abstract
Esta tesis presenta una investigación de carácter teórico y empírico sobre una modalidad de formación continua denominada Tertulia Pedagógica Dialógica (TPD). En ella se incorporan distintos agentes educativos para leer y debatir, a través de un diálogo igualitario, sobre textos que muestran cuáles son aquellas actuaciones educativas que logran éxito escolar para todo el alumnado, mejoran la convivencia y están contribuyendo a la superación de la desigualdad educativa y social (actuaciones educativas de éxito –AEE-). Entraría dentro de lo que algunos autores y autoras denominan una formación basada en evidencias (R. Flecha, Racionero, Tintoré, & Arbós, 2014; Wineburg, 2006). Junto a ellas, se estudian las teorías que las sustentan y que son la clave de su eficacia; teorías desarrolladas por los más reconocidos autores y autoras en múltiples campos como la educación, la psicología, la sociología o la política (Freire, Bruner, Habermas, Chomsky, Vygotski, Mead…). Este conocimiento científico e interdisciplinar garantiza un riguroso soporte teórico que, no solo tiene en cuenta la eficacia de las actuaciones, sino también, un profundo compromiso ético por la mejora educativa y social de los colectivos más vulnerables. El objetivo principal de esta investigación es identificar las características y comprobar las aportaciones que las Tertulias Pedagógicas Dialógicas pueden tener en el contexto de una formación comunitaria, las interacciones que se generan entre las y los distintos agentes participantes y si contribuyen al desarrollo de actuaciones conjuntas encaminadas a la mejora educativa (AEE). Por tanto, el enfoque de esta tesis pretende responder a una importante demanda que se hace en la actualidad a las ciencias sociales: ir más allá de la mera descripción y el diagnóstico de las situaciones y aportar soluciones a los principales retos sociales. En nuestro caso, tratamos de identificar aquellas barreras que encuentran los distintos agentes sociales en sus procesos de formación y relación así como los elementos transformadores que aporta esta formación para posibilitar que se establezcan relaciones de colaboración, que reviertan en la mejora educativa...
This thesis presents an investigation of a theoretical and empirical character of a type of continuing training called Dialogic Pedagogical Gathering (DPG). In this training the different educational stakeholders involved read and discuss texts that show educational activities that achieve academic success for all students, are improving coexistence and are contributing to overcome educational and social inequality (Successful Educational Actions –SEAs- ). Some authors call this training “evidence-based teacher education (Flecha, Racionero, Tintoré, & Arbós, 2014; Wineburg, 2006). Alongside these successful actions, teachers and other agents studied the theories that underpin them and that are the key to their effectiveness. These theories are developed by the most renowned authors and scholars on multiple fields like education, psychology, sociology or political (Freire, Bruner, Habermas, Chomsky, Vygotski, Mead…). This scientific and interdisciplinary knowledge ensures a rigorous theoretical support that not only takes into account the effectiveness of the actions, but also a deep ethical commitment to educational and social improvement of the most vulnerable children. The main objective of this research is to identify the main characteristics of dialogic pedagogical gatherings and to check their contributions in the context of a community education. Moreover, this research analyzes interactions between the participants, and finally, if they contribute to the implementation of joint actions aimed at improving education (Successful Educational Actions). Therefore, this thesis aims to respond to an important demand that is currently being made on the social sciences. That is, going beyond mere description and diagnosis of situations and provide solutions to the major societal challenges. In our case, we try to identify those barriers faced by different social agents in their training processes and relationship with other stakeholders. We also try to identify elements that provide the DPGs to overcome those barriers and to enable partnerships, to reverse the established educational improvement ...
This thesis presents an investigation of a theoretical and empirical character of a type of continuing training called Dialogic Pedagogical Gathering (DPG). In this training the different educational stakeholders involved read and discuss texts that show educational activities that achieve academic success for all students, are improving coexistence and are contributing to overcome educational and social inequality (Successful Educational Actions –SEAs- ). Some authors call this training “evidence-based teacher education (Flecha, Racionero, Tintoré, & Arbós, 2014; Wineburg, 2006). Alongside these successful actions, teachers and other agents studied the theories that underpin them and that are the key to their effectiveness. These theories are developed by the most renowned authors and scholars on multiple fields like education, psychology, sociology or political (Freire, Bruner, Habermas, Chomsky, Vygotski, Mead…). This scientific and interdisciplinary knowledge ensures a rigorous theoretical support that not only takes into account the effectiveness of the actions, but also a deep ethical commitment to educational and social improvement of the most vulnerable children. The main objective of this research is to identify the main characteristics of dialogic pedagogical gatherings and to check their contributions in the context of a community education. Moreover, this research analyzes interactions between the participants, and finally, if they contribute to the implementation of joint actions aimed at improving education (Successful Educational Actions). Therefore, this thesis aims to respond to an important demand that is currently being made on the social sciences. That is, going beyond mere description and diagnosis of situations and provide solutions to the major societal challenges. In our case, we try to identify those barriers faced by different social agents in their training processes and relationship with other stakeholders. We also try to identify elements that provide the DPGs to overcome those barriers and to enable partnerships, to reverse the established educational improvement ...
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Tesis inédita de la Universidad Complutense de Madrid, Facultad de Educación, Departamento de Didáctica y Organización Escolar, leída el 20-01-2016