¿Cómo Significa El Docente Su Entorno?
DOI:
https://doi.org/10.37646/xihmai.v4i7.145Abstract
RESUMEN
El presente artículo pretende mostrar los aspectos que los actores educativos ponen en juego para significar su entorno, considerando los diversos factores que intervienen en el proceso. Lo anterior con dos intenciones, la primera de ellas establecer que la investigación educativa es un proceso que no puede ser abordado de una manera lineal, o con la aplicación de fórmulas específicas, debido a que cada espacio educativo representa un espacio social que se construye a partir de las interacciones que se dan entre las subjetividades de los sujetos que lo componen. La segunda intención es: difuminar la idea naturalista y determinista que se le adjudican a las estructuras sociales, lo que posibilita un actuar más crítico y reflexiva en los diferentes campos sociales, incluyendo el educativo.
ABSTRACT
The following item intend to show the aspects that the educational participants get hold of to describe their environment, bearing in mind the various factors that take part in the process. The two reasons for this are, first, to establish that educational research is a process and not a one course process to be seized by applying specific formulas, since each educational space represents a social space which is built and rebuilt starting from the interactions that occur among the individuality of the subjects forming it. The second reason is to fade away the naturalist and fatalist ideas, which are considered as part of the social structures, which makes it possible to act more critically and reflectively in different social fields, including the educational one.
Palabras clave: Doxa, interpretación, comprensión, subjetividad.
Keywords: Doxa, interpretation, comprehension, subjectivity.
Estudiante de Maestría en Educación de la Universidad Pedagógica Nacional.
Correo electrónico: aglaelin@hotmail.com.
Recibido 20-III-2009 * Aceptado 28-V-2009 * Corregido -VI-2009
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Copyright (c) 2013 Linda Aglae Hinojosa Morán
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