Vidas resilientes y pedagogía de la reafirmación. Estudio de la Identidad resiliente en contextos de desventaja social, cultural y jurídica.

La presente comunicación trata sobre un estudio etnográfico- narrativo realizado en un barrio en desventaja sociocultural de Málaga denominado Palma Palmilla. El eje central del análisis ha sido, además de la etnografía, la interpretación de varios relatos y el desarrollo de una historia de vida resiliente en un contexto relacionado con la drogadicción y la violencia. Estas vidas coinciden en un dispositivo socioeducativo (hogar social), denominado La Casa de la Buena Vida, el cual por sus características, se ha situado como dispositivo que posibilita o incide en el cambio. Se entiende la Resiliencia desde la educación como un proceso de aprendizaje y cambio hacia una vida digna y feliz, jugando un papel fundamental en los contextos de exclusión como forma de superación de las barreras simbólicas y frustraciones sistemáticas a las que muchas personas se someten. Aprender y vivenciar otras formas de vida (sin obviar las experiencias de vida), se sitúa como una necesidad educativa esencial del ser humano y que requiere de su atención para que las personas se capaciten a poder desarrollar sus vidas de manera autónoma. Unido a esto, se observa como la experiencia de muchas personas que intentan cambiar sus vidas, por motivos tales como la drogodependencia, la violencia…, quedan en expectativas adormecidas y anuladas por, entre otros motivos, la confrontación de las distintas culturas sociales y las alternativas de vida posibles. Por lo tanto este proceso resiliente debe desarrollarse desde esferas personales como colectivas, retomando una postura afirmativa para afrontar la vida desde un posicionamiento activo socialmente.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Ethnography inquiry and teacher education. The use of diaries for the comprehension of educational practice

We present in this communication a work of inquiry carried our using the diaries of students participating an educational experience in a primary school. Along a semester, a group of 10 students was workomg with a community learning project. These students were engaged with a teacher training experience which is being developed in the Education College at the University of Málaga. In this experience some teacher students attended two subjects of his education as collaborators in this school. His experience was collected systematically in field diaries in which they reflected their everyday experience in the school, as well as his insights, assessments, feelings, etc. These diaries become into the working material to study the school functioning and their experience. For that reason, working meetings were held with teachers of their subjects at the university. Collaboratively, diaries were analyzed, categorized and interpreted in an attempt to understand the school practice, and thus, progress their training process.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Experiences from the academic training. Study about the identity of the novice teacher, second part.

We present some progresses of the current research project we are developing called "The professional identity of teacher studies”. It aims to analyse the training received by students in the faculties of education in the Autonomous Community of Andalusia, especially in the degrees of pre-school education and primary education. To that effect we enquiry about the influence of the experience as school student in their training and what kind of professional identity they are generating along the formation period and after five years of activity as teachers. We present some results from the second phase of the research project: The analysis of the teacher students experience accounts in the collegeUniversidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

El guiño del poder, la sonrisa del cambio. Estudio pedagógico sobre identidad resiliente en situaciones de desventaja social, cultura y jurídica

Esta investigación de tesis se enmarca en el estudio de contextos en desventaja social, cultural y jurídica y la capacidad de cambio desde posicionamientos educativos. El foco de estudio es la Identidad Resiliente como concepto generador de nuevas formas de representación y actuación social. Para abordar esta temática se ha procedido a desarrollar varias estrategias metodológicas en torno a la etnografía y a la investigación biográfica. Por un lado, se desarrolla una etnografía narrativa en el distrito de la Palma Palmilla de la ciudad de Málaga para conocer el contexto de la investigación, y posteriormente se elabora una historia de vida con uno de los agentes del estudio previo realizado. A partir de toda la recogida de información, se trabaja todo un entramado analítico- interpretativo sobre el foco y el marco de actuación. Es importante tener en cuenta varios ejes temáticos tales como cultura, identidad y educación, entre otros. Gimeno Sacristán (2001) hace un acercamiento al concepto de cultura como aquellas manifestaciones y fenómenos colectivos que se dotan de significado compartido y al de sociabilidad como esa necesidad del ser humano de relacionarse, al fin al cabo de convivir. Esto tiene que ver con el desarrollo de las identidades y que se crea a través de las relaciones interpersonales y contextuales desde perspectivas microscópicas y macroscópicas, sociológicamente hablando. Desde la pedagogía y la educación este estudio se sumerge en la construcción de una práctica educacional que desarrolle las capacidades humanas para capacitar al pueblo, con la finalidad de que intervenga en la formación de sus propias subjetividades y en el ejercicio de poder, con el intento de transformar las condiciones ideológicas y materiales de dominación (en Giroux, Henry y Simon, Roger, 1998) En este proceso de transformación educativa, la identidad resiliente se entiende como la capacidad del ser humano de generar un sentido crítico de entenderse y comprender las realidades complejas que le rodean y desde ahí desarrollar una capacidad de re-acción que se integra o incorpora en su entramado cultural como forma de vida. En torno a las conclusiones desarrolladas en esta investigación, cabe mencionar tres elementos clave que hacen entender cómo se desarrollan las mencionadas identidades resilientes desde contextos educativos, institucionales y personales. El primero tiene que ver que la pedagogía de la reafirmación, como estrategias teóricas y prácticas educativas significantes; en segundo lugar, las estructuras sociales donde se desarrolla un sentido de ciudadanía justa que posibilita al fenómeno de la resiliencia. Y por último, se trabajan formas comunitarias de acción socio-educativa y para la construcción de una sociedad emancipada y solidaria

Multigrade classrooms in rural schools of Andalusia. Teaching Perspectives

HUM619 ProCIE Research groupwe find mainly two types of multigrade classrooms on behalf of the organizational level and depending on the number of students: the “unit classrooms”, in which students of different educational degrees are with a single teacher in the classroom and then in the school (Ortega, 1995; Boix & Bustos, 2014), and the "incomplete graduate classrooms", in which there are several educational levels where we find a teacher per classroom. Through open interviews and discussion groups we recover the voices of primary and secondary school teachers who develop their practice in schools located in rural settings with the main objective of knowing the potential and weaknesses of multigrade classrooms from various teaching experiences in Andalucia. This concrete proposal is designed according to the literature and the state of the question, it is necessary to understand and disseminate this type of school experience for the commitment to rural development. Also, it is necessary to open a way to compare and discuss with other rural schools in other European countries, of which we highlight the following research experiences: EU Comission (2011), Champollion (2011), Amiguinho (2011).Campus de Excelencia Internacional Andalucía Tech

Ecologies of learning, visual narratives and ethnography. Metholodogical notes about Universidad Rural Paulo Freire case.

In this paper we present some of the first methodological results of the R&D Project called "Ecologies of learning in multiple contexts: analysis of expanded education projects and citizenship configurations" funded by Minister of Economy and Competitiveness (Spain) . The interest of this project arises after considering that much of the individual and organizational learnings have been turning invisible in the different educational spaces. Therefore, our purpose is to study the different socio-educational mechanisms that individuals and organizations put into play in differents scenarios: schools, asociations, virtual academical contexts, etc. On this ocassion, we present some of the methodological aspects from a rural environment, especifically the study we are developing with ‘Universidad Rural Paulo Freire’ of the Ronda mountain range (onwards URPF). This organization is focused in the recovery of tradicional learnings that people used to have around the rural world. At the same time, they are settled in a critical perspective that connects their actions with approaches of sustainability, dignity, feminims, etc. The general objetives we consider for this project are the following: 1) To know life style of people in Ronda mountain range context. 2) To understand the configuration of URPF group and its impact in the territory. 3) To promote learning communities of practice with other organizations. In order to draw on these general porpuses and after an agreement process with the URPF collective, we designed methodologically the develop of life stories, visual narratives and a deep narrative ethnography.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

School groupings and challenges for inclusive education in early childhood and primary education

En este estudio, por un lado, queremos comparar los agrupamientos escolares que se desarrollan en dos centros educativos de Educación Infantil y Primaria de la provincia de Málaga y, por otro lado, observar el impacto que genera en la organización del aula la implantación de un proyecto de innovación educativa que busca generar una perspectiva inclusiva en las prácticas docentes. Se han utilizado entrevistas semi-estructuradas, cuestionarios, observación, revisión de informes finales del proyecto y grupos de reflexión. Los resultados en ambos centros han sido similares, encontrando cambios metodológicos más significativos en los grupos de Educación Infantil. Concluimos aportando retos para agrupar al alumnado en el aula desde una perspectiva inclusivaIn this study, on the one hand, we want to compare the school groupings that are developed in two schools of Early Childhood and Primary Education in the province of Malaga and, on the other hand, to observe the impact generated in the organization of the classroom by the implementation of a educational innovation project that seeks to generate an inclusive perspective in teaching practices. Semi-structured interviews, questionnaires, observation, review of final project reports and reflection groups have been used. The results in both centers have been similar, finding more significant methodological changes in the Early Childhood Education groups. We conclude by providing challenges of groupings in the classroom from an inclusive perspectiv

Ethnography, visual narratives and learning ecologies. The 'Universidad Rural Paulo Freire' case.

In this paper, we present some of the results of the R&D Project called "Ecologies of learning in multiple contexts: analysis of expanded education projects and citizenship configurations" funded by Minister of Economy and Competitiveness (Spain). The interest of this project arises after considering that much of the individual and organizational learnings have been turning invisible in different educational spaces. Therefore, our purpose is to study the different socio-educational mechanisms that individuals and organizations put into play in different scenarios: schools, asociations, virtual academical contexts, etc. On this ocassion, we present some of the methodological issues and results of a specific case: "La Universidad Rural Paulo Freire de la Serranía de Ronda" (onwards URPF), a rural socio-educative organization. The ethnography is being developed in Benalauría (Ronda mountain range). This organization is focused in the recovery of traditional learnings that people used to have around the rural world. It is settled in a critical perspective that connects their educational actions under the approaches of sustainability, dignity, feminism, etc. The general objectives we consider for this project are the following: - To know life style of people in Benalauría context. - To understand the configuration of URPF group and its impact in the territory. - To promote learning communities of practice with other organizations. As specific objectives, we emphasize: - To review the conceptual frameworks those allow us to understand the practices of invisible learning in this experience. - To generate visual narratives those evidence the work and identity features of the URPF. - To analyse the life stories of the people who are part of this experience (as well as the collective story), for the understanding of socio-educational action in rural contexts through dialogue of knowledge, generation of democratic practices and collaborative participation. - To generate spaces for dialogue with other organizations, groups and people for the creation of networks and learning communities.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Inclusive Education from the Contributions in the Virtual Forums of the Students of the Degree of Pedagogy at the University of Malaga

The study of inclusive education (IE) today has a large body of international research that provides insights into the changes and strategies needed to make it a reality. However, we are witnessing the fact that educational and social changes are happening very slowly. We must continue to engage and delve into the judgments and opinions of the individuals who will make it achievable. We conducted a descriptive, analytical, and qualitative study to analyze the contributions of students in the virtual forums of five subjects over three academic years (2019–2020, 2020–2021, 2021–2022) in the pedagogy degree program (1st and 4th year). The study aimed to gather evidence of students’ commitment, involvement, learning, and knowledge construction in the context of IE. On the one hand, we have found evidence that students’ perceptions of IE are influenced by barriers and facilitators that either enable or restrict the progress of IE. On the other hand, we also present evidence of the level of engagement, reflection, and dedication of the students who have taken part in the online forums of the courses, as well as the knowledge they have gained through their participation. We recognize virtual forums as a space for students to meet, reflect, and collaboratively construct knowledge. It is a valuable tool for gaining insight into how students develop their perceptions, opinions, and learning

Work, Professional Development And Teaching Commitment: Deconstructing Meanings

The paper we present is part of the research project "The professional identity of teacher studies", that we are development for last 3 years. The third phase of this research put the focus on the experience of job placement of novel teachers, graduated no more than 5 years. We work with focal groups and professional experience and teacher education accounts of teachers implied in this research. Also, for any teachers, we do biographical interviews to deepen on processes of construction of professional identity. In this paper we present the Ana Belen History, a female teacher of pre-school education with an experience of 4 years in school, working in a urban school with students in risk of exclusion. This school have a educative project, commitment with the neighbourhood, joint with the community and other social groups. Ana Belen story, from professional perspective, is linked with the social politic and educational commitment of this school. Our interest is focused in the comprehension of professional identity that Ana Belen has gone forging along her personal story and how her education and job placement has contributed for it. Also we are interested in knowing how early professional experiences have influenced in her professional development as teacher. Specifically we ask ourselves about what influence have for her professional identity, that her career starts in this particular school. In consequence, this paper leads us to question the current teacher education model. In particular we are interested on the kind of professional experience that have place and, so, the kinds of commitments that enables. We understand that frameworks in which professional education and experience have place are relevant to enable more or less transformer understandings about teaching. From conceptual perspective this paper adopts a socio-critical point of view (Gergen, 1985; Kincheloe, 2001; Wenger, 1988, etc.). We understand that teaching has to be analysing according work contexts and personal stories of teachers, because we face processes historical and collective building. Teaching is the result of action of their actors, over time, and in specific stage. So, with this research we intend to break with the old gap between pre and in-service education. We think that both of them are part of the same process and are formed according similar logical; although scenes change. We understand that they are part of a continuous process in which is giving sense to different and complex settings where teaching profession is built, but they are not differenced and independent stages. The teacher work, so, is subject to particular conditions, generated from such different fields as institutional, corporative, cultural, social, political, moral, etc. It displays a kaleidoscopic view on space, time, context, ... These are the axis in which the teaching is formed, from the complexity and heterogeneity. How this complexity is articulated results in different ways to face the teacher work, according different personal and professional stories. The teacher acts with subjects in instituted contexts from relationships he has with them, which gives a situated and contingent character. But, these contexts are strongly structured and ruled according centralized and generalized positions; which is, at the very least, paradoxical. Possibly, from our point of view, same of the crisis of teaching have to explain from this paradoxical perspective and the conflict, which characterize this job (Rivas, Leite y Cortés, 2011)Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech