Formación Inicial de Docentes desde una Perspectiva de Justicia Social: Una Aproximación Teórica

César Peña-Sandoval, Carmen Montecinos

Resumen


A partir una caracterización del sistema escolar en Chile, que presenta altos índices de segregación social e inequidad, se argumenta la importancia de preparar profesores chilenos para enseñar desde una perspectiva de justicia social. Sleeter, Montecinos y Jiménez (2016) proponen un enfoque con cuatro temáticas a incluir en un currículo para la formación docente desde una perspectiva de justicia social: (a) situar a las familias y a las comunidades dentro de un análisis de las desigualdades estructurales; (b) desarrollar relaciones de reciprocidad con los estudiantes, las familias y las comunidades; (c) enseñar teniendo altas expectativas académicas en los estudiantes, capitalizando en su cultura, lengua e identidad; y (d) elaborar y enseñar un currículo que integre las perspectivas marginalizadas y enfrente de manera explícita los temas de equidad y poder. Estas dimensiones se elaboran teóricamente y luego se ejemplifica a través de las acciones, cogniciones y disposiciones de una estudiante de pedagogía quien en su practicum enseña desde una perspectiva de justicia social. 

Descriptores: Educación para la justicia social, Formación inicial de docentes, Estudiantes vulnerables, Practicum. 


Initial Teacher Education from a Social Justice Perspective: A Theoretical Approach

Beginning with a characterization of Chile’s school system, which presents high levels of social segregation and inequity, the importance of preparing teachers from a social justice perspective is introduced. Sleeter, Montecinos y Jimenez (2016) have developed an approach which entails four issues to be addressed in a teacher preparation curriculum that has a social justice orientation: (a) situate families and communities within an analysis of structural inequalities; (b) develop relationships of reciprocity with students, families and communities; (c) teach with high expectations, capitalizing on students’ culture, languages and identities; and (d) develop and teach a curriculum that integrates marginalized perspectives and directly addresses issues of equity and power. This approach is exemplified through the actions, cognitions and disposition of a student teacher who teaches from a social justice perspective. 

Keywords: Social justice education, Initial teacher preparation, Vulnerable students, Student teaching.

 

Formação Inicial de Professores a partir de uma Perspectiva da Justiça Social: Uma Aproximação Teórica

A partir de uma caracterização do sistema escolar no Chile, que apresenta altos índices de segregação social e iniquidade, argumenta-se a importância de preparar professores chilenos para ensinar desde una perspectiva de justiça social. Sleeter, Montecinos e Jiménez (2016) propõem um enfoque com quatro temáticas a incluir em um currículo para a formação docente desde una perspectiva de justiça social: (a) situar as famílias e as comunidades dentro de uma análise das desigualdades estruturais; (b) desenvolver relações de reciprocidade com os estudantes, as famílias e as comunidades; (c) ensinar tendo altas expectativas acadêmicas nos estudantes, capitalizando sua cultura, língua e identidade; e (d) elaborar e ensinar um currículo que integre as perspectivas marginalizadas e enfrente de maneira explícita os temas de equidade e poder. Estas dimensões se elaboraram teoricamente e logo se exemplificam por meio de ações, cognições e disposições de um estudante de pedagogia que em sua prática ensina desde uma perspectiva de justiça social. 

Palavras-chave: Educação para a justiça social, Formação inicial de professores, Estudantes vulneráveis, Prática.


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Referencias


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DOI: http://dx.doi.org/10.15366/riejs2016.5.2.004

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Revista Internacional de Educación para la Justicia Social

ISSN: 2254-3139

doi: 10.15366/riejs