Intersubjetividad pedagógica
Fecha
2013
Autores
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Editor
Facultad de Humanidades y Artes de la Universidad Nacional de Rosario. Escuela de Ciencias de la Educación.
Resumen
Descripción
Los altos índices de dificultades en el proceso de aprendizaje, repitencia, sobreedad y deserción que se registran en Argentina y particularmente en la escuela media estatal de la Provincia de Neuquén, dieron origen a la preocupación de abocarse al estudio del fracaso escolar. Se aborda dicha problemática desde el concepto de riesgo educativo, entendido como antesala del fracaso escolar y pensado no como una propiedad del sujeto sino como proceso que se construye en el complejo entrado de
decisiones pedagógicas. En este sentido se entiende el riesgo educativo como una construcción social ligada al concepto de educabilidad.
La teoría Socio Histórica permite reconocer que las condiciones de educabilidad dependen siempre de la naturaleza de la situación de la que es parte el sujeto. Situaciones que son posibles o no de producir desarrollo, según sea la naturaleza del
vínculo intersubjetivo.
Desde este marco se recupera el concepto vygotskiano de “intersubjetividad” y el de relación intersubjetiva como condición para que el alumno se apropie de herramientas culturales que permitan constituirse como sujeto de y en la cultura.
Por último, para dar cuenta de lo que se considera es una condición de las prácticas pedagógicas que contribuye a prevenir el riesgo educativo, se esboza el concepto de “intersubjetividad pedagógica”.
High rates of difficulties in the process of learning, repetition, sobreedad and dropouts are recorded in Argentina and particularly State Middle School of the province of Neuquén, gave rise to the concern of tackle to the study of school failure. Such a problem is approached from the concept of risk education, understood as a prelude to failure school and intended not as a property of the subject, but as a process that builds in the pedagogical decisions into complex. In this sense refers to the educational risk as a social construction linked to the concept of educability. Socio historical theory allows you to recognize that the conditions of educability will always depend on the nature of the situation which is the subject. Situations that are possible or not produce development, depending on the nature of the inter-subjective link. From this framework retrieves the concept “intersubjectivity” vigotskyano and the intersubjective as a condition relationship so that the student is appropriated cultural tools that allow establishing itself as a subject and in the culture. Finally, to account for what is considered it is a condition of pedagogical practices that it contributes to preventing educational risk, outlines the concept of “educational intersubjectivity”.
High rates of difficulties in the process of learning, repetition, sobreedad and dropouts are recorded in Argentina and particularly State Middle School of the province of Neuquén, gave rise to the concern of tackle to the study of school failure. Such a problem is approached from the concept of risk education, understood as a prelude to failure school and intended not as a property of the subject, but as a process that builds in the pedagogical decisions into complex. In this sense refers to the educational risk as a social construction linked to the concept of educability. Socio historical theory allows you to recognize that the conditions of educability will always depend on the nature of the situation which is the subject. Situations that are possible or not produce development, depending on the nature of the inter-subjective link. From this framework retrieves the concept “intersubjectivity” vigotskyano and the intersubjective as a condition relationship so that the student is appropriated cultural tools that allow establishing itself as a subject and in the culture. Finally, to account for what is considered it is a condition of pedagogical practices that it contributes to preventing educational risk, outlines the concept of “educational intersubjectivity”.
Palabras clave
Fracaso escolar, Riesgo educativo, Educabilidad, School failure, Educational risk, Educability