Noelia Ceballos López

Voz del alumnado y presencia participativa en la vida escolar. Apuntes para una cartografía de la voz del alumnado en la mejora educativa

En este articulo se analizan los diferentes significados que puede adoptar el concepto de voz del alumnado que, aunque viene siendo utilizado como una expresion abierta para hablar cualquier iniciativa que favorece y anima la participacion estudiantil en las escuelas, en realidad es una expresion polisemica que hace referencia a experiencias escolares con un alcance y sentido pedagogico muy variable y difuso. Para ello proponemos aqui un marco con cinco ejes analiticos que nos permiten cartografiar como puede ser la participacion de los estudiantes en la vida escolar y nos ayudan a comprender mejor la profundidad y la direccion que adoptan las distintas iniciativas de participacion y en que medida contribuyen verdaderamente a la mejora y el cambio escolar. En concreto se discute como el grado de protagonismo que asume el alumnado en las iniciativas de voz del alumnado puede ser un elemento que sustenta modelos de educacion civica radicalmente diferentes. Se analizan igualmente cuales pueden ser los objetos hacia los que se dirige la participacion de los estudiantes (desde el ambito mas curricular al organizativo) y los territorios en los que se desenvuelve (desde el aula hasta el nivel comunitario). Se discute ademas como se materializa la participacion en las distintas edades y condiciones personales o academicas del alumnado y, por ultimo, que formatos puede adoptar la participacion del alumnado y que permiten expresar y que silencian dichos formatos. El articulo pretende finalmente abrir vias de debate y proponer nuevos hilos argumentales sobre las posibilidades de la participacion de los estudiantes en las escuelas como herramienta para una educacion mas inclusiva y democratica.

Teacher Training for Inclusive Education- An Experience from the University of Cantabria.

In this paper, we describe a training proposal for future Infants and Primary School teachers. The paper is based on a collaborative proposal of research and reflection that has taken place between the university tutor and a group of students at the University of Cantabria (Spain). The aim of the paper was to promote a more reflexive and socially committed form of teacher training in relation to inclusive education. More precisely, we will analyse here the reflection and research process carried out by one of the pupils participating who start to formulate their reflections in terms in accordance with a deficitary model to later adopt throughout the training programme a more inclusive approach.

La tutoría como espacio de democracia: una mirada desde la voz de los docentes en formación/The tutoring as democratic space. A view from student teacher’s voice

RESUMEN Este trabajo presenta un estudio sobre la Accion Tutorial como primer ambito de orientacion de las escuelas comprometidas con la formacion de ciudadanos y la construccion de una sociedad mas justa y democratica. El trabajo se situa en la tradicion de la investigacion cualitativa poniendo en primer termino la interpretacion que le otorgan a su experiencia de tutoria 41 alumnos/as de tercer curso del Grado de Magisterio de Educacion Infantil de la Universidad de Cantabria. Para la recogida y produccion de datos se ha utilizado la estrategia Diamond-9, propia de metodos de investigacion visuales, y la construccion de narraciones escritas. Los principales resultados encontrados nos situan ante la presencia de una modo de entender la accion tutorial como una accion: delimitada en un tiempo y espacio (la hora de tutoria); ligada exclusivamente al trabajo del tutor, quien no siempre asume y conoce como desarrollar su papel; cuyo contenido no esta claramente delimitado; y, cuyo ambito de actuacion se circunscribe al alumnado, olvidando otros contextos y agentes de trabajo (familias, profesorado y comunidad). Por ello concluimos que los centros deben iniciar procesos de dialogo, formacion y accion que permitan entender la Accion Tutorial como una tarea compartida que ofrece la oportunidad de entablar procesos de dialogo y participacion con el alumnado, las familias y la comunidad local. ABSTRACT In this paper, it is presented a study in which we reflect on tutorial action understood as the first field of orientation in schools that are committed to the training of citizens and more just and democratic society. The work is based on the principles of the qualitative research that seeks to put first the interpretation that students realize about its tutoring experience. 41 students of Tutorial Action of the Grade in Teaching in Early Childhood Education at the University of Cantabria have participated in this study. It has carried out the data collection process through the combination of two strategies: Diamond-9, its own visual research methodology, and the construction of written narratives. The main results about the conceptualization of the tutorial action are: a restricted use in a time and space (the time of tutoring); linked to the work of the tutor, who does not always assume or know how to develop this role; the content does not clearly defined and its scope of action is limited to students, forgetting other contexts and agents (families, teachers and community). To sum up, the schools should initiate processes of dialogue, formation and action to understand the Tutorial Action as a shared task which offers spaces to dialogue and participation with students, families and local community. ABSTRACT In this paper, it is presented a study in which we reflect on tutorial action understood as the first field of orientation in schools that are committed to the training of citizens and more just and democratic society. The work is based on the principles of the qualitative research that seeks to put first the interpretation that students realize about its tutoring experience. 41 students of Tutorial Action of the Grade in Teaching in Early Childhood Education at the University of Cantabria have participated in this study. It has carried out the data collection process through the combination of two strategies: Diamond-9, its own visual research methodology, and the construction of written narratives. The main results about the conceptualization of the tutorial action are: a restricted use in a time and space (the time of tutoring); linked to the work of the tutor, who does not always assume or know how to develop this role; the content does not clearly defined and its scope of action is limited to students, forgetting other contexts and agents (families, teachers and community). To sum up, the schools should initiate processes of dialogue, formation and action to understand the Tutorial Action as a shared task which offers spaces to dialogue and participation with students, families and local community.

How Can We Improve through Pupil Participation? An Infants School Experience.

This paper is part of a research project and forms part of a doctoral thesis in development whose aim was to promote and encourage improvement in schools based on the student voice. We believe that student participation is essential in order to progress towards inclusive educational communities. We present the main conclusions obtained in two experiences developed in infant education which took place in Cantabria (Spain). These have enabled us to demonstrate how childrens age is not an obstacle to listening to the student voice. We will focus on the analysis of reflections concerning the choice and development of different strategies for student consultation, specially which we have called indirect or mediated consultation strategies and the main difficulties encountered in the process of authentic listening to the voice of the youngest students.