De la tierra al huerto. Estudio fenomenológico sobre una experiencia de creación curricular en Educación Primaria
Aula Abierta(2021)
Abstract
espanolEn esta investigacion nos situamos en la tradicion pedagogica de la creacion curricular, que nos permite dirigir la atencion a la educacion no tanto como programas que se aplican, sino como procesos de subjetivacion que estan inmersos en relaciones de trasmision, apropiacion y recreacion cultural. El proposito de este texto es profundizar en los procesos de transmision cultural a traves de la indagacion en experiencias de creacion curricular en las escuelas. En el marco de la fenomenologia, y a traves de conversaciones hermeneuticas y observaciones de cerca, hemos acompanado semanalmente a una maestra durante dos cursos escolares. De este proceso, nos vamos a detener en la experiencia de creacion de un huerto escolar. El analisis senala que: 1) la tarea de mediacion de la maestra genera espacios de creacion compartida en los que cada quien puede ponerse en juego y, con ello, construir un lugar propio en relacion con la cultura que le precede; 2) el lugar de la maestra en la escuela y la transmision cultural se sostiene en una disposicion de escucha confi ada, que no juzga y que sabe esperar, asi como en la creacion de unos limites que van haciendo posible la trasmision cultural. EnglishWe approach this work from the pedagogical framework of curricular creation, which allows us to focus our att ention on education not as programs that are applied, but as processes of subjectivation that are immersed in relations of transmission, appropriation, and cultural recreation. The purpose of the work is to deepen into the processes of cultural transmission through the investigation of experiences of curriculum creation in schools. This study is carried out from the framework of hermeneutical phenomenology. Through hermeneutical conversation and close observation we have accompanied a primary school teacher on a weekly basis and during two school years. In our research, we analyze their process of creating a school orchard. The analysis indicates that: 1) the mediation of the teacher generates spaces of shared creation in which each person can assume and active role and, with this, build their own place in relation to the culture that precedes them; 2) the place of the teacher in the school and the cultural transmission is sustained in a disposition of non-judgmental listening, showing trust and patience for others, as well as in the creation of boundaries that make cultural transmission possible.
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Key words
curricular
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