Social-pedagogical and political reflections from popular education for youth and adults
Currently, the importance of contexts, both broad and specific, in shaping the dynamics of constructing a teacher's epistemology of practice is recognized. This work draws on the socioeducational and political practices of a teacher within the context of expanding and extending secondary educat...
Guardado en:
| Autor principal: | |
|---|---|
| Formato: | Artículo revista |
| Lenguaje: | Español |
| Publicado: |
IRICE (CONICET-UNR)
2025
|
| Materias: | |
| Acceso en línea: | https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1950 |
| Aporte de: |
| id |
I15-R240-article-1950 |
|---|---|
| record_format |
ojs |
| institution |
Universidad Nacional de Rosario |
| institution_str |
I-15 |
| repository_str |
R-240 |
| container_title_str |
Revista IRICE (CONICET) |
| language |
Español |
| format |
Artículo revista |
| topic |
Educação de Jovens e Adultos, trabalho docente, práticas político-pedagógicas, ensino secundário educación de jóvenes y adultos trabajo docente prácticas político pedagógicas secundario youth and adult education teaching work political pedagogical practices secondary |
| spellingShingle |
Educação de Jovens e Adultos, trabalho docente, práticas político-pedagógicas, ensino secundário educación de jóvenes y adultos trabajo docente prácticas político pedagógicas secundario youth and adult education teaching work political pedagogical practices secondary Marzioni, Clarisa del Huerto Social-pedagogical and political reflections from popular education for youth and adults |
| topic_facet |
Educação de Jovens e Adultos, trabalho docente, práticas político-pedagógicas, ensino secundário educación de jóvenes y adultos trabajo docente prácticas político pedagógicas secundario youth and adult education teaching work political pedagogical practices secondary |
| author |
Marzioni, Clarisa del Huerto |
| author_facet |
Marzioni, Clarisa del Huerto |
| author_sort |
Marzioni, Clarisa del Huerto |
| title |
Social-pedagogical and political reflections from popular education for youth and adults |
| title_short |
Social-pedagogical and political reflections from popular education for youth and adults |
| title_full |
Social-pedagogical and political reflections from popular education for youth and adults |
| title_fullStr |
Social-pedagogical and political reflections from popular education for youth and adults |
| title_full_unstemmed |
Social-pedagogical and political reflections from popular education for youth and adults |
| title_sort |
social-pedagogical and political reflections from popular education for youth and adults |
| description |
Currently, the importance of contexts, both broad and specific, in shaping the dynamics of constructing a teacher's epistemology of practice is recognized. This work draws on the socioeducational and political practices of a teacher within the context of expanding and extending secondary education in Argentina. The study is situated within the field of socioanthropological pedagogy, professional didactics, and draws on contributions from the sociology of individuation to consider a collective phenomenon. Methodologically, the research adopts an interpretative hermeneutic perspective and acknowledges the debate within the social and human sciences prompted by Latin American postcolonial thought. Within these parameters, interviews were conducted with teachers from the Permanent Education of Youth and Adults (EPJA) modality in the southern suburbs of Buenos Aires, who began their teaching careers between 2003 and 2015. Specifically, this paper presents a sociopedagogical and political reflection aimed at approaching the unique characteristics of teaching practices with a view to contributing to the construction of a conceptual framework regarding their specificity for the modality in its relation to broader issues such as the links between teaching work and the fight against social and educational inequality, the various ways in which teachers reinterpret public education policies, and their conceptions regarding professional work.
|
| publisher |
IRICE (CONICET-UNR) |
| publishDate |
2025 |
| url |
https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1950 |
| work_keys_str_mv |
AT marzioniclarisadelhuerto socialpedagogicalandpoliticalreflectionsfrompopulareducationforyouthandadults AT marzioniclarisadelhuerto reflexionessociopedagogicasypoliticasdesdelaeducacionpopulardejovenesyadultos |
| first_indexed |
2025-09-04T05:02:05Z |
| last_indexed |
2025-10-04T05:02:19Z |
| _version_ |
1845026241076264960 |
| spelling |
I15-R240-article-19502025-09-04T13:27:23Z Social-pedagogical and political reflections from popular education for youth and adults Reflexiones sociopedagógicas y políticas desde la educación popular de jóvenes y adultos Marzioni, Clarisa del Huerto Educação de Jovens e Adultos, trabalho docente, práticas político-pedagógicas, ensino secundário educación de jóvenes y adultos trabajo docente prácticas político pedagógicas secundario youth and adult education teaching work political pedagogical practices secondary Currently, the importance of contexts, both broad and specific, in shaping the dynamics of constructing a teacher's epistemology of practice is recognized. This work draws on the socioeducational and political practices of a teacher within the context of expanding and extending secondary education in Argentina. The study is situated within the field of socioanthropological pedagogy, professional didactics, and draws on contributions from the sociology of individuation to consider a collective phenomenon. Methodologically, the research adopts an interpretative hermeneutic perspective and acknowledges the debate within the social and human sciences prompted by Latin American postcolonial thought. Within these parameters, interviews were conducted with teachers from the Permanent Education of Youth and Adults (EPJA) modality in the southern suburbs of Buenos Aires, who began their teaching careers between 2003 and 2015. Specifically, this paper presents a sociopedagogical and political reflection aimed at approaching the unique characteristics of teaching practices with a view to contributing to the construction of a conceptual framework regarding their specificity for the modality in its relation to broader issues such as the links between teaching work and the fight against social and educational inequality, the various ways in which teachers reinterpret public education policies, and their conceptions regarding professional work. Actualmente se reconoce la relevancia de los contextos, tanto en su dimensión amplia como específica, en las dinámicas que trazan los procesos de construcción de una epistemología vinculada a la praxis docente. Este trabajo se nutre de las experiencias socioeducativas y políticas de una docente en el contexto de extensión y expansión de la educación de nivel secundario en la Argentina. El estudio se sitúa y recupera, para el análisis, fundamentalmente, los aportes de enfoques pedagógicos de corte socioantropológico, la didáctica profesional y la sociología contemporánea, para reflexionar sobre un fenómeno colectivo desde las singularidades de la práctica pedagógica. Metodológicamente, adopta una perspectiva hermenéutica interpretativa, inscribiéndose en los debates actuales de las ciencias sociales y humanas, particularmente aquellos que dialogan con el pensamiento crítico latinoamericano. A partir de entrevistas realizadas a docentes de la modalidad de Educación Permanente de Jóvenes y Adultos (EPJA) del conurbano sur bonaerense, que iniciaron su labor entre 2003 y 2015, el trabajo propone una reflexión sociopedagógica y política. Esta reflexión apunta a caracterizar las prácticas en su especificidad, destacando sus relaciones con problemáticas generales como la lucha contra la desigualdad social y educativa, las resignificaciones de las políticas públicas en educación, y las concepciones sobre el trabajo profesional en este ámbito. Atualmente, reconhece-se a importância dos contextos, tanto amplos quanto específicos, na conformação da dinâmica da construção da epistemologia da prática docente. Este trabalho baseia-se nas práticas socioeducativas e políticas de um docente dentro do contexto de expansão e extensão do ensino secundário na Argentina. O estudo situa-se no campo da pedagogia socioantropológica (Guber, 1990; Achilli, 2005; Charlot, 2014), didática profissional (Castorina, 2022), e recorre a contribuições da sociologia da individuação (Martuccelli, 2007, 2010) para considerar um fenômeno coletivo. Metodologicamente, a pesquisa adota uma perspectiva hermenêutica interpretativa e reconhece o debate dentro das ciências sociais e humanas provocado pelo pensamento pós-colonial latino-americano. Dentro desses parâmetros, foram realizadas entrevistas com docentes da modalidade de Educação Permanente de Jovens e Adultos (EPJA) nos subúrbios do sul de Buenos Aires, que iniciaram suas carreiras docentes entre 2003 e 2015. Especificamente, este trabalho apresenta uma reflexão sociopedagógica e política com o objetivo de abordar as características únicas das práticas docentes com vistas a contribuir para a construção de um quadro conceitual sobre sua especificidade para a modalidade em sua relação com questões mais amplas, como os vínculos entre o trabalho docente e a luta contra a desigualdade social e educacional, as várias maneiras pelas quais os docentes reinterpretam as políticas de educação pública e suas concepções sobre o trabalho profissional. IRICE (CONICET-UNR) 2025-06-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html application/zip https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1950 Revista IRICE; Núm. 48 (2025); e1950 2618-4052 0327-392X spa https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1950/3261 https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1950/3284 https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1950/3264 Derechos de autor 2025 Clarisa del Huerto Marzioni https://creativecommons.org/licenses/by-nc-sa/4.0 |