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Etnografías De La Educación Y Conceptos De Educación

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Etnografías De La Educación Y Conceptos De Educación Contextos múltiples de socialización y aprendizaje Un análisis desde la etnografía de la educación Etnografías de la educación y conceptos de educación Ángel Díaz de Rada (Comp.) Etnografías de la educación y conceptos de educación Ángel Díaz de Rada (Comp.) Créditos Primera edición: Febrero de 2014 Título: Etnografías de la educación y conceptos de educación Compilador: Ángel Díaz de Rada Autores: Ángel Díaz de Rada, Juana M. Sancho Gil, Verónica Larraín Pfingsthorn, Ana Ayuste, Mó- nica Gijón, Montserrat Payá, Laura Rubio , Miryam Navarro Rupérez, Juan Sebastián López López, Didier Arnulfo Santiago Franco, Adriana Ornellas, Juana María Sancho Gil, Rachel Fendler, Xavier Giró Gràcia, Miguel Henriques Martinho, Eduardo Weiss, Bradley A. Levinson, Yolanda Jiménez Na- ranjo, Fina Carpena-Méndez, Feliciano Castaño Villar, Ricardo Muñoz Román, Laura Luna Figue- roa, Marta Venceslao, Pepi Soto Marata, Laura Sánchez Rosete, Cecilia Sosa Santana, Lucila Galván Mora, Práxedes Muñoz Sánchez, Mercedes Álvarez García, Vicente Molina Neto, Lisandra Oliveira e Silva, Rosane Kreusburg Molina, Sandra Teresita Núñez Guzmán, Jader Janer Moreira Lopes, Clau- dia de Costa Guimarães Santana, Reinaldo José de Lima, Mônica de Carvalho Teixeira y Peterson Paulo Silva de Almeida Maquetación: Traficantes de Sueños. http:// taller.traficantes.net Imagen de portada: Rosa Alvarado Editado por: Traficantes de Sueños ISBN: 978-84-96453-96-0 Licencia Creative Commons Reconocimiento-NoComercial-CompartirIgual 3.0 Unported (CCBY-NC-SA- 3.0) Índice El concepto de educación. Materiales para pensar, Ángel Díaz de Rada <5> El aprendizaje del profesorado novel: aportaciones de las microetnografías, Juana M. Sancho Gil, Verónica Larraín Pfingsthorn <11> Etnografía y prostitución: una mirada educativa sobre la intervención con mujeres en contexto de prostitución, Ana Ayuste, Mónica Gijón, Montserrat Payá, Laura Rubio <19> El papel de la educación en la inclusión-exclusión de la infancia y la adolescencia callejeras, Mir- yam Navarro Rupérez <27> Competencia Digital, TIC y Universidad: hacia un programa multidimensional, Juan Sebastián López López, Didier Arnulfo Santiago Franco <33> La etnografía de una etnografía en el caso de una investigación con jóvenes de secundaria en tor- no a sus experiencias de aprender dentro y fuera de la escuela, Adriana Ornellas, Juana María San- cho Gil, Rachel Fendler, Xavier Giró Gràcia <41> El aprendizaje fuera de la escuela: formas alternativas de construcción de conocimiento, Miguel Henriques Martinho <49> Los estudiantes como jóvenes. El proceso de formación con pares, Eduardo Weiss <55> La antropología de la educación estadounidense: Temas y tensiones en el conocimiento de un campo social, Bradley A. Levinson <63> Escuela, interculturalidad y comunidad en perspectiva comparada: escuelas indígenas en México y comunidades de aprendizaje en España, Yolanda Jiménez Naranjo <71> Jóvenes indígenas transnacionales y paradigmas de desarrollo alternativo: encarnación, apren- dizaje y traducción entre formas de conocimiento en condiciones de globalización, Fina Carpe- na-Méndez <79> 3º A: In-consecuencia política y mediaciones difusas en la era (escuela) de la racionalidad instru- mental (evaluadora) y la alta velocidad, Feliciano Castaño Villar <87> Teoría emergente sobre educación intercultural: narrativas de profesores en formación de Peda- gogía en Historia y Ciencias Sociales de la Universidad Viña del Mar (Chile), Ricardo Muñoz Ro- mán <93> Educarse como “aprender a ser”: el valor de la persona en las expectativas educacionales de pa- dres mapuche y no mapuche del Sur de Chile, Laura Luna Figueroa <101> Pedagogía correccional. Somatizaciones de la institucionalización en Centros Educativos de Justi- cia Juvenil, Marta Venceslao <107> ¿Dónde está la educación? La dimensión educativa de la cultura en las etnografías no específica- mente educativas. Una propuesta de análisis, Pepi Soto Marata <115> La Escuela Secundaria en México: una educación que trastoca sus funciones, Laura Sánchez Rosete <123> Análisis de las políticas educativas de un centro cultural y las relaciones que se establecen entre profesores de escuela y educadores, Cecilia Sosa Santana <131> Los saberes docentes en la escuela multigrado. Un estudio etnográfico en México y España, Lucila Galván Mora, Práxedes Muñoz Sánchez, Mercedes Álvarez García <137> Los sentidos de la escuela y de la educación física para los estudiantes y profesores: un estudio de caso etnográfico, Vicente Molina Neto, Lisandra Oliveira e Silva, Rosane Kreusburg Molina <143> Sentidos construidos y sedimentados sobre la formación de ciudadanos en la clase de Química. Un estudio desde la teoría de la actividad, Sandra Teresita Núñez Guzmán <151> Los niños y sus espacialidades: etnografía y mapas vivenciales, Jader Janer Moreira Lopes, Claudia de Costa Guimarães Santana, Reinaldo José de Lima, Mônica de Carvalho Teixeira, Peterson Paulo Silva de Almeida <157> [5] Etnografías de la educación y conceptos de educación> El concepto de educación. Materiales para pensar Contextos múltiples de socialización y aprendizaje Un análisis desde la etnografía de la educación [5] El concepto de educación Materiales para pensar Ángel Díaz de Rada. UNED, España. [email protected] Concluyo la preparación de esta colección de textos justo cuando el ministro de escolarización de turno del estado español —es mejor olvidar su nombre— consigue la aprobación de una vergonzan- te “ley de educación”1. El hecho de dar por sentada esta expresión (“ley de educación”) dice ya mu- cho del alcance crecientemente perverso que va adquiriendo el uso de la palabra. Todavía quedan personas, como las que colaboran con sus textos aquí compilados, para las que pensar sobre estos automatismos del significado público de las palabras es una tarea que merece la pena abordar. Los textos de este volumen fueron presentados en el IIIer. Congreso Internacional de Etnografía y Educación, celebrado en Madrid, entre el 3 y el 5 de julio de 2013. Para la ocasión, propuse un sim- posio con el título Etnografías de la Educación y Conceptos de Educación. La idea de este simposio, como tantas otras, me vino inspirada por mis propios estudiantes en Antropología de la Educación y de la Escuela. Muchos de ellos me han transmitido un problema muy sencillo de entender y muy difícil de resolver: a pesar de que el concepto de educación se usa constantemente en ciencias sociales, sólo raramente nos vemos comprometidos con la tarea de explicitarlo. No me estoy refiriendo ahora a los usos públicos de la palabra, o a sus usos cotidianos; sino a sus usos analíticos, los que se derivan de una racionalidad empírica y crítica. En una de las sesiones del simposio, el profesor Bradley Levinson sugirió que, en los usos públicos y cotidianos, la palabra “educación” se ha hecho ya coextensiva hasta tal punto con la palabra “escolarización”, que tal vez merecería la pena aceptar de una vez por todas (lo que yo entendí como) la derrota de la voluntad analítica. Puede ser. Por si acaso, este volumen ofrece algunos materiales para reanimar esa volun- tad, insistiendo, una vez más, en que la escolarización en sus múltiples variantes sólo es una forma sociocultural específica de lo que algunos entendemos —es verdad que algo vagamente— como educación. Entre estos algunos nos encontramos los antropólogos sociales, pero, como muestra 1 La “Ley Orgánica para la Mejora de la Calidad Educativa” (LOMCE). Este nombre no conviene olvidarlo, aunque sólo sea para reír un poco. [6] Etnografías de la educación y conceptos de educación> El concepto de educación. Materiales para pensar esta colección de textos, también muchos otros profesionales de las ciencias sociales: educadores, pedagogos, trabajadores sociales, etcétera. Tantos ya, que parece oportuno escribir sin rodeos la siguiente idea: la mayoría de quienes trabajan en y para la escuela —tanto más cuanto menos ocu- pan el aula y más ocupan los despachos, y tanto más cuanto más alta está la planta en la que esos despachos se sitúan— parecen ignorar el clamor crítico, científicamente fundamentado, que avisa de que la escuela ha de mirar a la educación como proceso cultural o nos llevará inexorablemente, todavía más, hacia una sociedad del sufrimiento. ¿Llegará el día en que esos hombres y mujeres de la gestión escolar se paren a pensar, o, al menos, se dejen aconsejar por quienes piensan? Si ese milagro llegara a producirse, podrían encontrar en algunos escritos más o menos orientados como los de este volumen algunos puntos de partida. El propósito puede parecer cargado de ingenuidad. Al fin y al cabo, llevamos décadas insistiendo en que la escuela tal vez no es, genuinamente, un institución educativa; y en que todas sus aparen- tes disfunciones educativas quedan compensadas con creces con sus indudables éxitos políticos, particularmente: la producción de dominación estatal, la (re)producción de las desigualdades so- cioeconómicas y su legitimación pública, y la constante creación y recreación de naciones estatal- mente administradas. Es verdad que, en todos estos aspectos podríamos decir funcionales, la escuela marcha como un reloj. Sin embargo, el propósito del simposio que mantuvimos en este congreso queda intacto: ¿qué queremos decir con la palabra “educación”? No vaya a ser que, de tanto usarla sin sentido como nuestro ministro, acabemos por ignorar su valor para las ciencias de la sociedad y la cultura. La pregunta que late en estos breves ensayos es enorme y el ejercicio de reflexión que propuse a los participantes (incluido
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