Innovación educativa y producción de identidades: el caso del Programa Interdisciplinario de Investigación Escolar
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Data de Publicação: | 2019 |
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Tipo de documento: | Artigo |
Idioma: | spa eng |
Título da fonte: | Educação e Pesquisa |
Texto Completo: | https://www.revistas.usp.br/ep/article/view/162633 |
Resumo: | Educational innovations are disruptive processes within schools and can affect not only students’ learning but also other aspects of their lives and of their schools’ culture, such as the identity of its members. This study attempts to understand how an educational innovation opens up new spaces of identity configuration within a school and how students and teachers produce meanings by participating in it. To do so, we present a case study from the Interdisciplinary School Research Program about a school named Sagrados Corazones de Manquehue, based on semi-structured interviews with the actors involved in this project and an analytic approach drawing from grounded theory. Our findings show that innovation can configure a space in which new identities are produced through emergent discourses, practices, and external acknowledgement. At the same time, this new space impacts both the students’ self-knowledge and the teachers’ professional development, and furthers a strong sense of community among the members of the program. However, it also implies a constant risk of reproducing some of the excluding dynamics of the school. |
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Innovación educativa y producción de identidades: el caso del Programa Interdisciplinario de Investigación EscolarIdentity production and educational innovation: the case of the Interdisciplinary School Research ProgramIdentity productionProfessional identityEducational innovationBelongingKnowledge productionConstrucción de identidadIdentidad profesionalInnovación educativaSentido de pertenenciaProducción del conocimientoEducational innovations are disruptive processes within schools and can affect not only students’ learning but also other aspects of their lives and of their schools’ culture, such as the identity of its members. This study attempts to understand how an educational innovation opens up new spaces of identity configuration within a school and how students and teachers produce meanings by participating in it. To do so, we present a case study from the Interdisciplinary School Research Program about a school named Sagrados Corazones de Manquehue, based on semi-structured interviews with the actors involved in this project and an analytic approach drawing from grounded theory. Our findings show that innovation can configure a space in which new identities are produced through emergent discourses, practices, and external acknowledgement. At the same time, this new space impacts both the students’ self-knowledge and the teachers’ professional development, and furthers a strong sense of community among the members of the program. However, it also implies a constant risk of reproducing some of the excluding dynamics of the school.Las innovaciones educativas son procesos disruptivos dentro de los establecimientos educativos, y pueden tener efectos no sólo en los aprendizajes de los estudiantes, sino también en otros aspectos de la vida y la cultura escolar, incluida la identidad de sus distintos actores. El objetivo de este estudio es comprender cómo una innovación educativa puede abrir nuevos espacios de configuración de identidad en un establecimiento escolar y contribuir a la producción de significados por parte de los estudiantes y profesores involucrados. Para cumplir con dicho objetivo realizamos un estudio de caso de corte cualitativo, analizando el Programa Interdisciplinario de Investigación Escolar, un proyecto innovador de un establecimiento en Santiago de Chile en el que se pretende que estudiantes de educación secundaria formen competencias de investigación científica y académica. Aplicamos entrevistas semiestructuradas a los diversos actores involucrados en el proyecto, las cuales fueron analizadas siguiendo las líneas de la teoría fundamentada. Los resultados muestran que una innovación puede promover un espacio de producción de nuevas identidades a través de la emergencia de discursos, prácticas y reconocimiento externo, a la vez que impacta el autoconocimiento de los estudiantes y el desarrollo profesional de los profesores y genera un fuerte sentido de comunidad entre sus miembros, aunque bajo el riesgo de reproducir dinámicas de exclusión propias de la escuela.Universidade de São Paulo. Faculdade de Educação2019-09-25info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/xmlhttps://www.revistas.usp.br/ep/article/view/16263310.1590/s1678-4634201945194287Educação e Pesquisa; v. 45 (2019); e194287Educação e Pesquisa; Vol. 45 (2019); e194287Educação e Pesquisa; Vol. 45 (2019); e1942871678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPspaenghttps://www.revistas.usp.br/ep/article/view/162633/156466https://www.revistas.usp.br/ep/article/view/162633/156467Copyright (c) 2019 Educação e Pesquisainfo:eu-repo/semantics/openAccessMayorga, RodrigoPascual, Javier2021-06-13T21:31:26Zoai:revistas.usp.br:article/162633Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2021-06-13T21:31:26Educação e Pesquisa - Universidade de São Paulo (USP)false |
dc.title.none.fl_str_mv |
Innovación educativa y producción de identidades: el caso del Programa Interdisciplinario de Investigación Escolar Identity production and educational innovation: the case of the Interdisciplinary School Research Program |
title |
Innovación educativa y producción de identidades: el caso del Programa Interdisciplinario de Investigación Escolar |
spellingShingle |
Innovación educativa y producción de identidades: el caso del Programa Interdisciplinario de Investigación Escolar Mayorga, Rodrigo Identity production Professional identity Educational innovation Belonging Knowledge production Construcción de identidad Identidad profesional Innovación educativa Sentido de pertenencia Producción del conocimiento |
title_short |
Innovación educativa y producción de identidades: el caso del Programa Interdisciplinario de Investigación Escolar |
title_full |
Innovación educativa y producción de identidades: el caso del Programa Interdisciplinario de Investigación Escolar |
title_fullStr |
Innovación educativa y producción de identidades: el caso del Programa Interdisciplinario de Investigación Escolar |
title_full_unstemmed |
Innovación educativa y producción de identidades: el caso del Programa Interdisciplinario de Investigación Escolar |
title_sort |
Innovación educativa y producción de identidades: el caso del Programa Interdisciplinario de Investigación Escolar |
author |
Mayorga, Rodrigo |
author_facet |
Mayorga, Rodrigo Pascual, Javier |
author_role |
author |
author2 |
Pascual, Javier |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Mayorga, Rodrigo Pascual, Javier |
dc.subject.por.fl_str_mv |
Identity production Professional identity Educational innovation Belonging Knowledge production Construcción de identidad Identidad profesional Innovación educativa Sentido de pertenencia Producción del conocimiento |
topic |
Identity production Professional identity Educational innovation Belonging Knowledge production Construcción de identidad Identidad profesional Innovación educativa Sentido de pertenencia Producción del conocimiento |
description |
Educational innovations are disruptive processes within schools and can affect not only students’ learning but also other aspects of their lives and of their schools’ culture, such as the identity of its members. This study attempts to understand how an educational innovation opens up new spaces of identity configuration within a school and how students and teachers produce meanings by participating in it. To do so, we present a case study from the Interdisciplinary School Research Program about a school named Sagrados Corazones de Manquehue, based on semi-structured interviews with the actors involved in this project and an analytic approach drawing from grounded theory. Our findings show that innovation can configure a space in which new identities are produced through emergent discourses, practices, and external acknowledgement. At the same time, this new space impacts both the students’ self-knowledge and the teachers’ professional development, and furthers a strong sense of community among the members of the program. However, it also implies a constant risk of reproducing some of the excluding dynamics of the school. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-09-25 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/162633 10.1590/s1678-4634201945194287 |
url |
https://www.revistas.usp.br/ep/article/view/162633 |
identifier_str_mv |
10.1590/s1678-4634201945194287 |
dc.language.iso.fl_str_mv |
spa eng |
language |
spa eng |
dc.relation.none.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/162633/156466 https://www.revistas.usp.br/ep/article/view/162633/156467 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2019 Educação e Pesquisa info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2019 Educação e Pesquisa |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/xml |
dc.publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
dc.source.none.fl_str_mv |
Educação e Pesquisa; v. 45 (2019); e194287 Educação e Pesquisa; Vol. 45 (2019); e194287 Educação e Pesquisa; Vol. 45 (2019); e194287 1678-4634 1517-9702 reponame:Educação e Pesquisa instname:Universidade de São Paulo (USP) instacron:USP |
instname_str |
Universidade de São Paulo (USP) |
instacron_str |
USP |
institution |
USP |
reponame_str |
Educação e Pesquisa |
collection |
Educação e Pesquisa |
repository.name.fl_str_mv |
Educação e Pesquisa - Universidade de São Paulo (USP) |
repository.mail.fl_str_mv |
||revedu@usp.br |
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1787713813210988544 |