Creencias sobre el aprendizaje y cultura escolar de adolescentes de una escuela pública y una escuela alternativa
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2022-09-01
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Pontificia Universidad Católica del Perú
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La presente investigación tuvo como objetivo explorar las creencias sobre el aprendizaje
de adolescentes provenientes de dos culturas escolares diferentes, una escuela pública y una
escuela alternativa de Lima. Para explorar los constructos mencionados se utilizó una
metodología cualitativa, específicamente el análisis temático. Las y los participantes fueron
ocho estudiantes, cuatro de secundaria de una escuela pública y cuatro de una escuela
alternativa. Se contó con igual número de participantes hombres y mujeres. Se realizó una
entrevista a profundidad a cada participante, a partir de la cual se analizó la información. Los
resultados encontrados revelan que las y los estudiantes de la escuela pública tienen creencias
sobre el aprendizaje asociadas a un enfoque transmisionista, ligadas a una cultura escolar más
autoritaria y con menos participación estudiantil. Por otro lado, las y los estudiantes de la
escuela alternativa presentaron creencias sobre el aprendizaje alineadas con el enfoque socioconstructivista
como parte de una cultura escolar democrática. Sin embargo, se concluye que
las creencias sobre el aprendizaje de las y los participantes no son estáticas y se encuentran en
un continuo entre ambos polos (transmisionista y socioconstructivista) con distintos matices
según los elementos de su experiencia en la escuela. Asimismo, se identificó que en la escuela
pública se han incorporado elementos pedagógicos de la teoría socioconstructivista, lo cual se
encuentra en contradicción con la cultura escolar, siendo esta principalmente autoritaria y no
democrática, lo que no es coherente con una comprensión del aprendizaje en la que las y los
estudiantes son el centro del quehacer pedagógico.
The goal of the present study is to explore beliefs about learning held by students from a public high school and an alternative high school in Lima. For this purpose, this study used a qualitative methodology with a content analysis. Eight students, four from the public school and four from the alternative school, were interviewed about the way they comprehend their own learning process and their school culture. Results indicate that students from the public school have beliefs aligned with a transmissionist approach about their learning and the school has a more authoritarian school culture with less student participation. On the other hand, the students from the alternative school have beliefs aligned with a social constructionist approach about their learning and the school has a democratic approach. Non the less, these representations are not static and fluctuate in a continuous between both poles (transmissionist and social constructionist) with different results depending on the element of their school experience. Also, it was possible to identify that in the public school some pedagogical elements from the social constructionist theory were incorporated, but mainly on a discursive level. This is confirmed by the description of the school culture given by the students, who has an authoritarian and non-democratic experience. This is not consistent with an understanding of learning in which students are the center of the pedagogical work.
The goal of the present study is to explore beliefs about learning held by students from a public high school and an alternative high school in Lima. For this purpose, this study used a qualitative methodology with a content analysis. Eight students, four from the public school and four from the alternative school, were interviewed about the way they comprehend their own learning process and their school culture. Results indicate that students from the public school have beliefs aligned with a transmissionist approach about their learning and the school has a more authoritarian school culture with less student participation. On the other hand, the students from the alternative school have beliefs aligned with a social constructionist approach about their learning and the school has a democratic approach. Non the less, these representations are not static and fluctuate in a continuous between both poles (transmissionist and social constructionist) with different results depending on the element of their school experience. Also, it was possible to identify that in the public school some pedagogical elements from the social constructionist theory were incorporated, but mainly on a discursive level. This is confirmed by the description of the school culture given by the students, who has an authoritarian and non-democratic experience. This is not consistent with an understanding of learning in which students are the center of the pedagogical work.
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Educación pública--Perú--Lima, Aprendizaje (Educación)--Perú--Lima, Adolescentes--Perú--Lima
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