Educación
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Item Open Access Opresión, racismo y enajenación en Chile/Chiloé. Una lectura intercultural desde el currículum(Pontificia Universidad Católica del Perú., 2023) Meza Bravo, Miguel; Red de Estudiantes y Egresados de Posgrado en Educación en Latinoamérica (REDEPEL); Pontificia Universidad Católica del PerúThe reflections in this work arise within the framework of a pedagogical experience in the subjects of History and Language and Culture of Indigenous Peoples at a rural school in southern Chiloé Island (Quellón), a territory characterized by maintaining a series of ancient indigenous practices. In this sense, this work falls within the methodological proposal of Action Research, as it is a self-reflection on a specific social practice within the context of a historical phenomenon in a particular time and physical space. It proposes to carry out a critical and intercultural contextualized analysis of the educational context in question, with special consideration given to the analysis of the curriculum, which is conceived as a social construct resulting from power relations among individuals and society throughout history. From this perspective of the curriculum (as a social and historical product) and through the use of analytical categories from various strands of critical and intercultural theory, the aim is to delve deeper into the comprehensive analysis of this social phenomenon or process. In this sense, by analyzing technical rationality, Eurocentric rationality, hidden curriculum, subjective factors, identity, and alienation, the objective is to understand the connection between the production of a specific subjectivity linked to the educational experience of the curriculum imposed by modern institutions and the socio-historical conditions of Chilote society. Considering that this work is still in progress, we can provide some initial synthesis and preliminary conclusions. For example, at the beginning of the 20th century, indigenous communities on Chiloé Island suffered a profound undermining of their identity, memory, and knowledge like never before in thousands of years of existence in the territory. In this regard, for these peoples, their late inclusion in the modern national life of the Chilean state implied the absolute alienation of the Mapuche-Williche identity, leading to a dialectic of Inclusion/Exclusion. We propose that the development of educational institutions (with a particular curriculum concept), along with the historical, social, and economic development imposed by large capital, functioned in an interrelated manner. This resulted, from the educational perspective, in the internalization of technical and Eurocentric rationality into the identity of the population, undermining the importance of the history and memory of the ancestral indigenous peoples of the territory (Williche and Chono) and, as a consequence, the alienation and degradation of indigenous identity. On the other hand, it led to the internalization of capitalist and modern values, legitimized by the state's institutions, as desirable and positive. We believe that this work can make a contribution on various levels, both in the academic, professional, and social spheres. Firstly, it brings academia closer to the reality in which the curriculum is experienced in schools. Additionally, developing reflections on educational practice from within the educational practices themselves becomes a fundamental resource for school teachers. Lastly, we argue that researching and generating knowledge about a specific social issue, in this case, the oppression of indigenous peoples and the alienation of their identity, enables the production of political tools for understanding and potential transformation toward a better life.Item Open Access Filosofia da educação e aceleração social: discussões contemporâneas para os estudos curriculares(Pontificia Universidad Católica del Perú., 2023) Taveira, Flavio Augusto Leite; Red de Estudiantes y Egresados de Posgrado en Educación en Latinoamérica (REDEPEL); Pontificia Universidad Católica del PerúIn this text, I aim to offer reflections for Curriculum Studies in Latin America, articulating Hartmut Rosa's sociological perspective of Social Acceleration with the concerns of Curriculum Studies for the educational field, assuming a hermeneutic stance based on writings from the Brazilian Philosophy of Education. In my reflections, I draw on curriculist Michael Apple and the use of Antonio Gramsci's concept of hegemony to argue that the Curriculum in its multiplicity can produce and/or reproduce a hegemonic current of Social Acceleration, and it is fruitful for Curriculum Studies to reflect on these possibilities in today's reality. As an example, I take the results of empirical research in psychology that show the growing rate of Burnout Syndrome in teachers, this syndrome being one of the main symptoms of Social Acceleration described by Hartmut Rosa.Item Open Access La participación que tienen los niños y niñas desde el curriculum vivido(Pontificia Universidad Católica del Perú., 2023) Quezada Ramírez, Catalina Andrea; Red de Estudiantes y Egresados de Posgrado en Educación en Latinoamérica (REDEPEL); Pontificia Universidad Católica del PerúThis research contributes to the curricular study in early childhood from a participatory perspective, understanding that its development in each context is unique and particular, for this reason, it sought to know the discourses of Second Level School Transition boys and girls about their participation in the Living Curriculum. The research was approached from a comprehensive qualitative approach and a phenomenological design. Individual interviews with educators and group interviews with boys and girls were conducted, the latter using the photo-elicitation technique. Among the main results, they highlight that, from the perspective of boys and girls, a simple participation in Educational Establishments would be developed, evidencing that they would not be an active part of the construction of their teaching and learning processes. In relation to the results of the educators, it is evident that they have carried out experiences that point to a more passive participation, however, since their speeches can show that their participatory practices correspond to conceptualized and democratic experiences. From a contrast of the discourses, it can be deduced that there would be a more "real" participation outside the classroom and that both discourses are assimilated in reflection of the same experience of prescription from school.Item Open Access A transição da Educação Infantil para o Ensino Fundamental: uma revisão de literatura(Pontificia Universidad Católica del Perú., 2023) Tavares Gasparone, Nathalia; Tassoni, Elvira Cristina Martins; Red de Estudiantes y Egresados de Posgrado en Educación en Latinoamérica (REDEPEL); Pontificia Universidad Católica del PerúThe article intends to analyze the results from researches about student’s transition from kindergarten schools to elementary schools, through researching revised pieces published at CAPES (Coordination for the Improvement of Higher Education Personnel), from the year 2017 to 2022. Upon reading the selected articles, it's possible to conclude that a great number of schools’ managers and teachers are aware of the importance of welcoming kids with kindness and respect to this particular moment of student's l ife, but it’s not what really happens on a regular basis, which can cause insecurity and anxiety in studentsItem Open Access Procesos curriculares para la reforma de planes: determinación curricular en profesorados de la fhycs UNAM(Pontificia Universidad Católica del Perú, 2021) Garrido, Cristian Andrés; Red de Estudiantes y Egresados de Posgrado en Educación en Latinoamérica (REDEPEL); Pontificia Universidad Católica del PerúEl presente trabajo se enmarca en el cursado de la carrera de Doctorado en Política y Gestión de la Educación Superior de la Universidad Nacional de Tres de Febrero (UNTREF-Argentina), y forma parte del proceso de construcción y definición del objeto de estudio para la elaboración del proyecto de tesis, con el que se pretende abordar los procesos de selección y organización para el rediseño de los planes de estudio de carreras de profesorados universitarios en ciencias sociales y humanas, en función de las relaciones político institucionales, académico disciplinares y pedagógicas. Interesa analizar las instancias que hacen posible las definiciones curriculares para los trayectos de formación disciplinar y pedagógica en los procesos de determinación curricular para la reforma de planes de estudios de las carreras de profesorados de Ciencias Económicas, Historia, Letras y Portugués, de la Facultad de Humanidades y Ciencias Sociales de la Universidad Nacional de Misiones.