Enlazando Fondos de Conocimiento a Fondos de Identidad a través de Proyectos Bilingües y Multimodales
Palabras clave:
Fondos de conocimiento, Fondos de identidad, Multimodalidad, Aprendizaje en base a proyectos, Estudiantes bilingües
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
Resumen
Este estudio analizó cómo los proyectos bilingües y multimodales creados por niños y sus familias de origen inmigrante mexicano proporcionaron un espacio para expresar sus fondos de conocimiento y fondos de identidad como parte de la instrucción en el aula. Veintidós estudiantes y sus familias participaron creando proyectos bilingües que integraron sus vidas, experiencias y bilingüismo en el aprendizaje en su aula bilingüe de primer grado en una escuela en Estados Unidos. Partiendo de un lente teórico sociocultural con enfoque en fondos de conocimiento, fondos de identidad y perspectivas de semiótica social multimodal, los proyectos de los niños describieron sus experiencias transnacionales y sus redes familiares cercanas de apoyo como importantes fondos de conocimiento en sus vidas. Los hallazgos muestran cómo los niños internalizaron estas experiencias como fondos de identidad, los cuales incluyeron sus expresiones y definiciones de identidad que reafirmaron 1) su herencia mexicana y su simultaneidad cultural, 2) sus roles para mantener los lazos familiares y contribuir al bienestar de la familia, y 3) sus visiones de sí mismos y anhelos a futuro. Un enfoque de aprendizaje basado en proyectos orientados a la prolongación cultural que invite e integre los fondos de conocimiento y fondos de identidad de los niños puede permitir avances pedagógicos que también fomenten la colaboración familiar y desafíen las ideologías de déficit al demostrar la profundidad y riqueza de las experiencias de los niños, y cómo éstas son incorporadas al definir sus identidades.
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