Promoviendo la Justicia Social y la Democracia en la Formación del Profesorado: Preparación del Profesorado 1.0, 2.0 y 3.0

Kenneth Zeichner

Resumen


Mantener una mirada crítica hacia los programas de formación del profesorado es fundamental, tanto para pensar sobre su pertinencia como para avanzar en el desarrollo de estos programas hacia una formación que aporte y que a la vez se desarrolle en un marco de justicia social y equidad. Sin embargo, aunque muchos de los programas de formación de profesorado propugnan la justicia social, sus estudiantes no son formados en un ambiente propio de esta consigna. En Estados Unidos, el debate actual se sostiene en torno a cuál es la mejor visión: si los programas que se basan en las prácticas de campo (1.0) o aquellos que se enfocan en aspectos técnicos de la formación, así como en obtener resultados mayores en pruebas estandarizadas (2.0). Lo cierto es que ninguna de estas visiones aviva en sus prácticas valores imprescindibles e inherentes a una formación en justicia social, por lo que se hace explícita la necesidad de transformación de los programas de formación de profesorado. 

Descriptores: Justicia social, Equidad, Pedagogía, Programas de formación de profesorado, Sensibilidad cultural.

 

Advancing Social Justice and Democracy in Teacher Education: Teacher Preparation 1.0, 2.0 and 3.0

Maintaining a critical eye on the teacher education programs is essential, both to think about their relevance and to advance the development of these programs towards training that contributes to social justice, at the same time that develop within a social justice and equity framework. However, although many of the teacher education programs espouse social justice, his students are not trained in an own atmosphere of this slogan. In the United States, the current debate builds on what is the best vision if the programs that are based on field practices (1.0) or those that focus on technical aspects of training, as well as greater results on standardized tests (2.0). The truth is that none of these visions revives in their practices, essential and inherent values to training in social justice. Therefore, this article makes explicit the need for transformation of teacher education programs. 

Keywords: Social justice, Equity, Pedagogy, Teacher education programs, Cultural sensitivity.


Promovendo a Justiça Social e a Democracia na Formação do Professor: Preparação do Professor 1.0, 2.0 e 3.0

Manter um olhar crítico com relação aos programas de formação de professor é fundamental, tanto para pensar sobre sua pertinência, como para avançar no desenvolvimento destes programas frente a uma formação que aporte e que se desenvolva no marco da justiça social e equidade. No entanto, embora muitos programas de formação de professor defenda a justiça social, seus estudantes não são formados em um ambiente nesta perspectiva. Nos Estados Unidos, o debate atual ocorre em torno de qual é a melhor visão: se os programas que se baseiam em práticas de campo (1.0) ou aqueles que focam em aspectos técnicos da formação, assim como em obter resultados maiores em provas padronizadas (2.0). O certo é que nenhuma destas visões aviva em suas práticas valores imprescindíveis e inerentes a uma formação em justiça social, por isso torna-se explícita a necessidade de transformação dos programas de formação de professores. 

Palavras-chave: Justiça social, Equidade, Pedagogia, Programas de formação de professores, Sensibilidade cultural.




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DOI: http://dx.doi.org/10.15366/riejs2016.5.2.001

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Revista Internacional de Educación para la Justicia Social

ISSN: 2254-3139

https://doi.org/10.15366/riejs