Habitus profesional y relaciones intersubjetivas entre profesores principiantes y experimentados
Habitus profesional y relaciones intersubjetivas entre profesores principiantes y experimentados
Authors
Authors
Date
2015-07-28
Datos de publicación:
Keywords
Habitus profesional - Educación intercultural - Escuelas rurales - Prácticas pedagógicas
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Abstract
En este artículo se describe el habitus profesional desde las relaciones intersubjetivas entre profesores principiantes y experimentados en el contexto de escuelas rurales de comunidades mapuches de la región de La Araucanía, en Chile. Se analiza la relación caracterizada por diferencias metodológicas en el trabajo docente, diferencias que desaparecen en la medida que el profesor principiante adquiere el habitus del profesor experimentado. Desde el punto de vista pedagógico, se observa un distanciamiento entre profesores principiantes y experimentados, pues no existe una coparticipación entre ambos. La metodología es cualitativa y se utilizan entrevistas semiestructuradas. Los resultados se refieren a las categorías "actos pedagógicos", "habitus profesional de profesores principiantes", "relación cara a cara" y "proyectos de acción". Se concluye que ambos tipos de profesores poseen visiones paradigmáticas distintas y no evidencian relaciones intersubjetivas directas.
In the article the authors describe the professional habitus from the point of view of intersubjective relations between learner and experienced professors within the context of the Mapuche community's rural schools in the Araucanía area in Chile. They analyze the relationship characterized by methodological differences in the teaching work, differences that tend to disappear as the learner teacher achieves the experienced teacher's habitus. From the pedagogical point of view, a kind of distancing can be observed between the learner and experienced teacher, since there is no apparent partnership between both. The methodology in qualitative and the authors make use of semistructurated interviews. The results refer to the categories "pedagogical acts", "professional habitus of learner teachers", "face–to–face relationship" and "action projects". They conclude that both teacher types have different paradigmatic visions and that they do not show direct intersubjective relations.
In the article the authors describe the professional habitus from the point of view of intersubjective relations between learner and experienced professors within the context of the Mapuche community's rural schools in the Araucanía area in Chile. They analyze the relationship characterized by methodological differences in the teaching work, differences that tend to disappear as the learner teacher achieves the experienced teacher's habitus. From the pedagogical point of view, a kind of distancing can be observed between the learner and experienced teacher, since there is no apparent partnership between both. The methodology in qualitative and the authors make use of semistructurated interviews. The results refer to the categories "pedagogical acts", "professional habitus of learner teachers", "face–to–face relationship" and "action projects". They conclude that both teacher types have different paradigmatic visions and that they do not show direct intersubjective relations.