Andrea Valdivia Barrios

El papel del profesor en la interacción entre pares en una actividad extracurricular: Estudio en una experiencia de canal de TV escolar en línea

espanolLa investigacion sobre la interaccion en los procesos formales de aprendizaje muestra una pedagogia centrada en la figura docente, incluso en actividades colaborativas. Buscando caminos para reconfigurar el rol docente, resulta pertinente indagar sobre las instancias de interaccion entre estudiantes, con la participacion docente, que ocurren en la escuela en el marco de actividades educativas no formales. Utilizando estrategias de analisis conversacional, estudiamos las interacciones entre un grupo de estudiantes y un profesor durante sus reuniones de trabajo en un proyecto de produccion de television en linea, como actividad extracurricular de participacion voluntaria. Los resultados nos muestran que en esta experiencia se genera una dinamica de apertura y flexibilidad que hace posible una participacion activa y critica de los estudiantes. Pero tambien encontramos que en el rol docente persiste el papel de promotor de la actividad y la directividad que se muestra retado por la participacion estudiantil. EnglishResearch on interaction in the formal learning processes shows pedagogy as centered on the teaching figure, even in collaborative activities. Looking for ways to reconfigure the role of teachers, it is pertinent to investigate the instances of interaction between students, with the participation of teachers, occurring in school within non-formal educational activities. Using conversational analysis strategies, we studied the interactions between a group of students and a teacher during their work meetings in an online television production project, as an extracurricular activity of voluntary participation. The results show that this experience generates a dynamic of openness and flexibility that makes possible the active and critical participation of students. Nevertheless, we also found that for the teaching figure, the role of promoter and head of the activity persists while being challenged by student participation.

¿Cómo enseñan a leer los profesores de 1° y 2° básico en un contexto de evaluación de desempeño docente en Chile?

Recent studies in Chile show that early literacy is characterized by the prominence of the teacher and by limited cognitive challenges to students. This arti...

Como ensinam a ler os professores de 1° e 2° ano da Educação Básica no contexto da avaliação de desempenho docente no Chile?

Recent studies in Chile show that early literacy is characterized by the prominence of the teacher and by limited cognitive challenges to students. This arti...

How do teachers of 1st and 2nd grades teach to read in a context of performance assessment in Chile

Recent studies in Chile show that early literacy is characterized by the prominence of the teacher and by limited cognitive challenges to students. This arti...

Aprendizagem e produção de mídia digital na escola: Uma abordagem etnográfica da aprendizagem como prática cultural em Artes Visuais

In the current scenario of technological and digital convergence, cultural practices imply both knowledge and learning which defy school as institution. This article proposes a theoretical and methodological approach to analyze educational experiences where students act as media producers. Through an ethnographical research on situated learning and cultural practices at school, applied specifically to a case study of artistic creation, the main situational elements are reported: activity, context, relations, participation and understanding of both process and creations. The results show the turning points in the teaching practice, the strategies used by teachers and students, and how they can be articulated with the common meanings of what learning is in this context. The idea is to contribute to education itself, by putting daily media practices closer to the school context, and also to the research on education, suggesting relevant ways to know and understand learning.espanolLas practicas culturales en el actual escenario de convergencia tecnologica y digital suponen conocimientos y aprendizajes complejos que desafian a la escuela. Este articulo propone un abordaje teorico y metodologico para analizar experiencias educativas que posicionan a los estudiantes como productores mediaticos. Desde el estudio del aprendizaje situado y las practicas culturales en una etnografia escolar, y tomando un caso de creacion artistica, se da cuenta de los elementos centrales: actividad, contexto, relaciones, participacion y comprension del proceso y los productos. Los resultados muestran los puntos de inflexion en la practica pedagogica, las estrategias desplegadas por docente y estudiantes y como estas se articulan con los significados de lo que es aprender en esta situacion. Se pretende aportar en el plano educativo con propuestas que acerquen las practicas mediaticas cotidianas a la escuela, y en la investigacion educativa con formas pertinentes de conocer y comprender el aprendizaje. EnglishIn the current scenario of technological and digital convergence, cultural practices imply both knowledge and learning which defy school as institution. This article proposes a theoretical and methodological approach to analyze educational experiences where students act as media producers. Through an ethnographical research on situated learning and cultural practices at school, applied specifically to a case study of artistic creation, the main situational elements are reported: activity, context, relations, participation and understanding of both process and creations. The results show the turning points in the teaching practice, the strategies used by teachers and students, and how they can be articulated with the common meanings of what learning is in this context. The idea is to contribute to education itself, by putting daily media practices closer to the school context, and also to the research on education, suggesting relevant ways to know and understand learning. portuguesAs praticas culturais no atual contexto de convergencia tecnologica e digital implicam conhecimento e aprendizagens complexas que desafiam a escola. Propoe-se uma abordagem teorica e metodologica de experiencias educativas que posicionam os estudantes como produtores de midia digital. A partir de um estudo de aprendizagem situado e das praticas culturais em uma etnografia escolar e tomando um caso de criacao artistica, da-se conta dos elementos centrais: atividade, contexto, relacoes, participacao e compreensao do processo e dos produtos. Resultados mostram pontos de inflexao na pratica pedagogica, as estrategias utilizadas por professores e estudantes e como estas se articulam com os significados do que e aprendido em esta situacao. Pretende-se contribuir, no âmbito educativo, com propostas que aproximem as praticas cotidianas de midia a escola e a pesquisa educativa, com formas pertinentes de conhecer e compreender a aprendizagem.

Aprendizaje y producción mediática digital en la escuela: Un abordaje etnográfico del aprendizaje como práctica cultural en Artes Visuales

In the current scenario of technological and digital convergence, cultural practices imply both knowledge and learning which defy school as institution. This article proposes a theoretical and methodological approach to analyze educational experiences where students act as media producers. Through an ethnographical research on situated learning and cultural practices at school, applied specifically to a case study of artistic creation, the main situational elements are reported: activity, context, relations, participation and understanding of both process and creations. The results show the turning points in the teaching practice, the strategies used by teachers and students, and how they can be articulated with the common meanings of what learning is in this context. The idea is to contribute to education itself, by putting daily media practices closer to the school context, and also to the research on education, suggesting relevant ways to know and understand learning.espanolLas practicas culturales en el actual escenario de convergencia tecnologica y digital suponen conocimientos y aprendizajes complejos que desafian a la escuela. Este articulo propone un abordaje teorico y metodologico para analizar experiencias educativas que posicionan a los estudiantes como productores mediaticos. Desde el estudio del aprendizaje situado y las practicas culturales en una etnografia escolar, y tomando un caso de creacion artistica, se da cuenta de los elementos centrales: actividad, contexto, relaciones, participacion y comprension del proceso y los productos. Los resultados muestran los puntos de inflexion en la practica pedagogica, las estrategias desplegadas por docente y estudiantes y como estas se articulan con los significados de lo que es aprender en esta situacion. Se pretende aportar en el plano educativo con propuestas que acerquen las practicas mediaticas cotidianas a la escuela, y en la investigacion educativa con formas pertinentes de conocer y comprender el aprendizaje. EnglishIn the current scenario of technological and digital convergence, cultural practices imply both knowledge and learning which defy school as institution. This article proposes a theoretical and methodological approach to analyze educational experiences where students act as media producers. Through an ethnographical research on situated learning and cultural practices at school, applied specifically to a case study of artistic creation, the main situational elements are reported: activity, context, relations, participation and understanding of both process and creations. The results show the turning points in the teaching practice, the strategies used by teachers and students, and how they can be articulated with the common meanings of what learning is in this context. The idea is to contribute to education itself, by putting daily media practices closer to the school context, and also to the research on education, suggesting relevant ways to know and understand learning. portuguesAs praticas culturais no atual contexto de convergencia tecnologica e digital implicam conhecimento e aprendizagens complexas que desafiam a escola. Propoe-se uma abordagem teorica e metodologica de experiencias educativas que posicionam os estudantes como produtores de midia digital. A partir de um estudo de aprendizagem situado e das praticas culturais em uma etnografia escolar e tomando um caso de criacao artistica, da-se conta dos elementos centrais: atividade, contexto, relacoes, participacao e compreensao do processo e dos produtos. Resultados mostram pontos de inflexao na pratica pedagogica, as estrategias utilizadas por professores e estudantes e como estas se articulam com os significados do que e aprendido em esta situacao. Pretende-se contribuir, no âmbito educativo, com propostas que aproximem as praticas cotidianas de midia a escola e a pesquisa educativa, com formas pertinentes de conhecer e compreender a aprendizagem.