Publication: De la ocupación al COVID, pasando por los M.E.N.A.S. El diálogo semipresencial como metodología innovadora de aprendizaje antropológico
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2022
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Fórum Internacional de Comunicación y Relaciones Públicas
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Abstract
El método dialógico como técnica mixta de investigación y aprendizaje tiene un desarrollo muy prometedor dentro y fuera de las aulas. Ello supone asumir que el papel del alumnado puede equipararse al de los sujetos que construyen la realidad social donde se ubican nuestros objetos-sujetos de estudio, y que desde ese rol pueden convertirse en importantes fuentes de reflexividad para adentrarnos en el análisis de hechos sociales relevantes en el momento actual. Introducir en las aulas herramientas que permitan deconstruir determinadas realidades a partir de los propios discursos de las y los estudiantes, facilita en gran medida su cuestionamiento, más aún si tenemos en cuenta que estos futuros profesionales del ámbito social desempeñarán su trabajo en sociedades complejas en donde el diálogo sumergido en la diversidad puede ser clave para alcanzar una verdadera comprensión de dicha complejidad. En el contexto de crisis sanitaria actual, además, los espacios virtuales y la semipresencialidad han supuesto nuevos retos pero también nuevas oportunidades con las que enriquecer los procesos educativos. Con este trabajo comprobaremos, a través de la propia literalidad del alumnado, cómo desde un grupo de discusión semipresencial se pueden construir cuestiones clave antropológicas basadas en los propios intereses del grupo, alcanzando en una sola sesión importantes aprendizajes curriculares tanto transversales como específicos de la materia. Esto puede contribuir a entender mejor el papel docente como acompañante en esta construcción, de manera que sea posible atender a diversidad de planteamientos y posiciones existentes dentro y fuera del aula.
The dialogical method as a mixed technique of anthropological research and learning can have a very promising development inside and outside the classroom. This implies assuming that the role of the students can be equated with that of the subjects who construct the social reality where our objects-subjects of study are located, and that from this role they can become important sources of reflexivity to delve into the analysis of relevant social facts. in the present moment. Introducing tools in classrooms that allow deconstructing certain realities based on the students' own discourses greatly facilitates their questioning, even more so if we take into account that these future professionals in the social field will carry out their work in complex societies where dialogue seems fundamental to reach a true understanding of this complexity. In the context of the current health crisis, in addition, virtual spaces and blendedness have brought new challenges but also new opportunities with which to enrich learning processes. With this work we will be able to see, through the students' own literality, how through a blended discussion group it is possible to construct key anthropological questions based on the group's own interests, reaching in a single session important transversal and specific curricular learning of the mattery. This can contribute to a better understanding of the teaching role as companions in this construction, so that it is possible to attend to the diversity of approaches and positions existing inside and outside the classroom.
The dialogical method as a mixed technique of anthropological research and learning can have a very promising development inside and outside the classroom. This implies assuming that the role of the students can be equated with that of the subjects who construct the social reality where our objects-subjects of study are located, and that from this role they can become important sources of reflexivity to delve into the analysis of relevant social facts. in the present moment. Introducing tools in classrooms that allow deconstructing certain realities based on the students' own discourses greatly facilitates their questioning, even more so if we take into account that these future professionals in the social field will carry out their work in complex societies where dialogue seems fundamental to reach a true understanding of this complexity. In the context of the current health crisis, in addition, virtual spaces and blendedness have brought new challenges but also new opportunities with which to enrich learning processes. With this work we will be able to see, through the students' own literality, how through a blended discussion group it is possible to construct key anthropological questions based on the group's own interests, reaching in a single session important transversal and specific curricular learning of the mattery. This can contribute to a better understanding of the teaching role as companions in this construction, so that it is possible to attend to the diversity of approaches and positions existing inside and outside the classroom.