Percepciones docentes sobre prácticas democráticas en centros educativos de Portugal y España
DOI:
https://doi.org/10.30827/profesorado.v27i2.22852Palabras clave:
democracia, democratización, educación, escuelaResumen
Las escuelas son contextos ideales para aprender la democracia a través de su ejercicio, por ello el objetivo del artículo es conocer y caracterizar las prácticas democráticas de centros educativos en Portugal y España a partir de discursos de docentes. Basado en el análisis de 51 entrevistas, el artículo presenta las percepciones docentes sobre prácticas que reconocen ser fundamentadas en principios democráticos. Para ambos países, los resultados sugieren tres categorías diferentes de prácticas democráticas: i) prácticas que promueven la apertura al diálogo y a la participación del alumnado en la toma de decisiones; ii) prácticas que fomentan la convivencia y las buenas relaciones interpersonales, tanto en el aula como en la escuela; iii) prácticas dirigidas al aprendizaje de normas, procedimientos y valores característicos de una sociedad democrática. Los datos muestran que docentes de España y Portugal reconocen un amplio abanico de prácticas, iniciativas y experiencias educativas fundadas en principios de democracia y de justicia social en sus centros educativos.
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Amado, J. (2017). Manual de investigação qualitativa em educação (3ª Ed.). Imprensa da Universidade de Coimbra.
Andersson, E. (2019). The school as a public space for democratic experiences: formal student participation and its political characteristics. Education, Citizenship and Social Justice, 14(2), 149-164. https://doi.org/10.1177/1746197918776657
Apple, M. W. y Beane, J. A. (1997). Escuelas democráticas. Ediciones Morata.
Beane, J. (2000). O que é um currículo coerente? En J. A. Pacheco (Ed.). Políticas de Integração Curricular (pp. 39-58). Porto Editora.
Belavi, G., y Murillo, F. J. (2020). Democracia y justicia social en las escuelas: dimensiones para pensar y mejorar la práctica educativa. REICE: Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 18(3), 5-28. https://doi.org/10.15366/reice2020.18.3.001
Biesta, G. y Lawy, R. (2006). From teaching citizenship to learning democracy: overcoming individualism in research, policy and practice. Cambridge Journal of Education, 36(1), 63-79.
Biesta, G., Lawy, R. y Kelly, N. (2009). Understanding young people's citizenship learning in everyday life. The role of contexts, relationships and dispositions. Education, Citizenship and Social Justice, 4(1), 5-24.
Castoriadis, C. (1998). La polis griega y la creación de la democracia. En C. Castoriadis, Los dominios del hombre: Las encrucijadas del laberinto (pp. 97-131). Gedisa.
Collins, J., Hess, M. E. y Lowery, C. L. (2019). Democratic spaces: how teachers establish and sustain democracy and education in their classrooms. Democracy and Education, 27(1), Article 3.
Cunha, B. (2018). Dinâmicas de participação das crianças: orçamento participativo das escolas. Estudo de caso [Tesis de maestría, Universidade do Minho]. Archivo de la Universidade do Minho. http://hdl.handle.net/1822/59149
de Groot, I. y Lo, J. (2021). The democratic school experiences framework: A tool for the design and self-assessment of democratic experiences in formal education. Education, Citizenship and Social Justice, 16(3), 211–226. https://doi.org/10.1177/1746197920971810
Delors, J. (1994). La educación encierra un tesoro. Santillana/UNESCO.
Dewey, J. (2002). Democracia y educación. Ediciones Morata.
Dewey, J. (2010). Experiencia y educación. Biblioteca Nueva.
Edelstein, W. (2011). Education for Democracy: reasons and strategies. European Journal of Education, 46(1), 127-137. https://doi.org/10.1111/j.1465-3435.2010.01463.x
Feu Gelis, J., Serra, C., Canimas, J., Làzaro, L. y Simó-Gil, N. (2017). Democracy and education: a theoretical proposal for the analysis of democratic practices in schools. Studies in Philosophy and Education, 36, 647-661. http://doi.org/10.1007/s11217-017-9570-7
Fotopoulos, T. (2003). From (mis)education to paideia. Democracy & Nature, 9(1), 15-50. https://doi.org/10.1080/1085566032000074931
Frega, R. (2019). Pragmatism and the wide view of democracy. Palgrave. https://doi.org/10.1007/978-3-030-18561-9
Gearon, L. (2014). Learning to teach citizenship in the secondary school. A companion to school experience. Routledge.
Hansen, D. T. y James, C. (2016). The importance of cultivating democratic habits in schools: enduring lessons from democracy and education. Journal of Curriculum Studies, 48(1), 94-112. https://doi.org/10.1080/00220272.2015.1051120
Haraldstad, Å., Tveit, A. D. y Kovač, V. B. (2021). Democracy in schools: qualitative analysis of pupils' experiences of democracy in the context of the Norwegian school. Cambridge Journal of Education. https://doi.org/10.1080/0305764X.2021.1935738
Hope, M. A. (2012). Becoming citizens through school experience: a case study of democracy in practice. International Journal of Progressive Education, 8(3), 94-108.
Kahne, J. E. y Sporte, S. E. (2008). Developing citizens: the impact of civic learning opportunities on students' commitment to civic participation. American Educational Research Journal, 45(3), 738-766. https://doi.org/10.3102/0002831208316951
Korkmaz, H. E. y Erden, M. (2014). A delphi study: the characteristics of democratic schools. The Journal of Educational Research, 107(5), 365-373. https://doi.org/10.1080/00220671.2013.823365
Krippendorf, K. (2003). Content analysis: An introduction to its methodology. SAGE.
Lawy, R. y Biesta, G. (2006). Citizenship-as-practice: the educational implications of an inclusive and relational understanding of citizenship. British Journal of Educational Studies, 54(1), 34-50. https://doi.org/10.1111/j.1467-8527.2006.00335.x
Lima, J. Á. (2013). Por uma análise de conteúdo mais fiável. Revista portuguesa de pedagogía, 47(1), pp 7-29. http://dx.doi.org/10.14195/1647-8614_47-1_1
Maitles, H. y Deuchar, R. (2006). 'We don't learn democracy, we live it!'. Consulting the pupil voice in Scottish schools. Education, Citizenship and Social Justice,1(3), 249-266. https://doi.org/10.1177/1746197906068123
Nikolaou, S. M. (2021). Democratic practices at school. Theoretical and research ascertainments. European Journal of Development Studies, 1(1), 1-5. https://doi.org/10.24018/ejdevelop.2021.1.1.11
Parareda-Pallarès, A., Simó-Gil, N., Domingo-Peñafiel, L. y Soler-Mata, J. (2016). La complejidad de vivir la ciudadanía en el aula: análisis en cuatro centros de secundaria. Revista Internacional de Educación para la Justicia Social, 5(1), 121-138. http//doi.org/10.15366/riejs2016.5.1
Popart, J., Deslauriers, J. P., Groulx, L. H., Laperrièri, A., Mayer, R. y Pires, A. (2012). A pesquisa qualitativa. Enfoques epistemológicos e metodológicos (3ª ed.). Editora Vozes.
Simó-Gil, N., Parareda-Pallarès, A. y Domingo-Peñafiel, L. (2016). Towards a democratic school. The experience of secondary school pupils. Improving Schools, 19(3), 181-196. https://doi.org/10.1177/1365480216631080
Simó-Gil, N. y Feu Gelis, J. (2018). Ampliar la participación democrática del alumnado en los centros educativos ¿Es posible? Voces de la Educación, Número especial, 3-10.
Stitzlein, S. M. (2014). Habits of democracy: a Deweyan approach to citizenship education in America today. Education and Culture, 30, 61-86. http://doi.org/10.1353/eac.2014.0012
Straume, I. S. (2014). Paideia. En S. Adams (Ed.), Cornelius Castoriadis: Key concepts (pp. 143-154). Bloomsbury.
Tomás, C. (2011). A escola como um espaço de participação cidadã: orçamento participativo com crianças e jovens de Sevilha. En O. Costa e Sousa, C. Cardoso y M. Dias (Eds), Formar professores, investigar práticas. Actas do IV Encontro do CIED (pp. 74-78). Escola Superior de Educação.
Whestheimer, J. y Kahne, J. (2004). What kind of citizen? The politics of educating for democracy. American Educational Research Journal, 41(2), 237-269. https://doi.org/10.3102/00028312041002237
Andersson, E. (2019). The school as a public space for democratic experiences: formal student participation and its political characteristics. Education, Citizenship and Social Justice, 14(2), 149-164. https://doi.org/10.1177/1746197918776657
Apple, M. W. y Beane, J. A. (1997). Escuelas democráticas. Ediciones Morata.
Beane, J. (2000). O que é um currículo coerente? En J. A. Pacheco (Ed.). Políticas de Integração Curricular (pp. 39-58). Porto Editora.
Belavi, G., y Murillo, F. J. (2020). Democracia y justicia social en las escuelas: dimensiones para pensar y mejorar la práctica educativa. REICE: Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 18(3), 5-28. https://doi.org/10.15366/reice2020.18.3.001
Biesta, G. y Lawy, R. (2006). From teaching citizenship to learning democracy: overcoming individualism in research, policy and practice. Cambridge Journal of Education, 36(1), 63-79.
Biesta, G., Lawy, R. y Kelly, N. (2009). Understanding young people's citizenship learning in everyday life. The role of contexts, relationships and dispositions. Education, Citizenship and Social Justice, 4(1), 5-24.
Castoriadis, C. (1998). La polis griega y la creación de la democracia. En C. Castoriadis, Los dominios del hombre: Las encrucijadas del laberinto (pp. 97-131). Gedisa.
Collins, J., Hess, M. E. y Lowery, C. L. (2019). Democratic spaces: how teachers establish and sustain democracy and education in their classrooms. Democracy and Education, 27(1), Article 3.
Cunha, B. (2018). Dinâmicas de participação das crianças: orçamento participativo das escolas. Estudo de caso [Tesis de maestría, Universidade do Minho]. Archivo de la Universidade do Minho. http://hdl.handle.net/1822/59149
de Groot, I. y Lo, J. (2021). The democratic school experiences framework: A tool for the design and self-assessment of democratic experiences in formal education. Education, Citizenship and Social Justice, 16(3), 211–226. https://doi.org/10.1177/1746197920971810
Delors, J. (1994). La educación encierra un tesoro. Santillana/UNESCO.
Dewey, J. (2002). Democracia y educación. Ediciones Morata.
Dewey, J. (2010). Experiencia y educación. Biblioteca Nueva.
Edelstein, W. (2011). Education for Democracy: reasons and strategies. European Journal of Education, 46(1), 127-137. https://doi.org/10.1111/j.1465-3435.2010.01463.x
Feu Gelis, J., Serra, C., Canimas, J., Làzaro, L. y Simó-Gil, N. (2017). Democracy and education: a theoretical proposal for the analysis of democratic practices in schools. Studies in Philosophy and Education, 36, 647-661. http://doi.org/10.1007/s11217-017-9570-7
Fotopoulos, T. (2003). From (mis)education to paideia. Democracy & Nature, 9(1), 15-50. https://doi.org/10.1080/1085566032000074931
Frega, R. (2019). Pragmatism and the wide view of democracy. Palgrave. https://doi.org/10.1007/978-3-030-18561-9
Gearon, L. (2014). Learning to teach citizenship in the secondary school. A companion to school experience. Routledge.
Hansen, D. T. y James, C. (2016). The importance of cultivating democratic habits in schools: enduring lessons from democracy and education. Journal of Curriculum Studies, 48(1), 94-112. https://doi.org/10.1080/00220272.2015.1051120
Haraldstad, Å., Tveit, A. D. y Kovač, V. B. (2021). Democracy in schools: qualitative analysis of pupils' experiences of democracy in the context of the Norwegian school. Cambridge Journal of Education. https://doi.org/10.1080/0305764X.2021.1935738
Hope, M. A. (2012). Becoming citizens through school experience: a case study of democracy in practice. International Journal of Progressive Education, 8(3), 94-108.
Kahne, J. E. y Sporte, S. E. (2008). Developing citizens: the impact of civic learning opportunities on students' commitment to civic participation. American Educational Research Journal, 45(3), 738-766. https://doi.org/10.3102/0002831208316951
Korkmaz, H. E. y Erden, M. (2014). A delphi study: the characteristics of democratic schools. The Journal of Educational Research, 107(5), 365-373. https://doi.org/10.1080/00220671.2013.823365
Krippendorf, K. (2003). Content analysis: An introduction to its methodology. SAGE.
Lawy, R. y Biesta, G. (2006). Citizenship-as-practice: the educational implications of an inclusive and relational understanding of citizenship. British Journal of Educational Studies, 54(1), 34-50. https://doi.org/10.1111/j.1467-8527.2006.00335.x
Lima, J. Á. (2013). Por uma análise de conteúdo mais fiável. Revista portuguesa de pedagogía, 47(1), pp 7-29. http://dx.doi.org/10.14195/1647-8614_47-1_1
Maitles, H. y Deuchar, R. (2006). 'We don't learn democracy, we live it!'. Consulting the pupil voice in Scottish schools. Education, Citizenship and Social Justice,1(3), 249-266. https://doi.org/10.1177/1746197906068123
Nikolaou, S. M. (2021). Democratic practices at school. Theoretical and research ascertainments. European Journal of Development Studies, 1(1), 1-5. https://doi.org/10.24018/ejdevelop.2021.1.1.11
Parareda-Pallarès, A., Simó-Gil, N., Domingo-Peñafiel, L. y Soler-Mata, J. (2016). La complejidad de vivir la ciudadanía en el aula: análisis en cuatro centros de secundaria. Revista Internacional de Educación para la Justicia Social, 5(1), 121-138. http//doi.org/10.15366/riejs2016.5.1
Popart, J., Deslauriers, J. P., Groulx, L. H., Laperrièri, A., Mayer, R. y Pires, A. (2012). A pesquisa qualitativa. Enfoques epistemológicos e metodológicos (3ª ed.). Editora Vozes.
Simó-Gil, N., Parareda-Pallarès, A. y Domingo-Peñafiel, L. (2016). Towards a democratic school. The experience of secondary school pupils. Improving Schools, 19(3), 181-196. https://doi.org/10.1177/1365480216631080
Simó-Gil, N. y Feu Gelis, J. (2018). Ampliar la participación democrática del alumnado en los centros educativos ¿Es posible? Voces de la Educación, Número especial, 3-10.
Stitzlein, S. M. (2014). Habits of democracy: a Deweyan approach to citizenship education in America today. Education and Culture, 30, 61-86. http://doi.org/10.1353/eac.2014.0012
Straume, I. S. (2014). Paideia. En S. Adams (Ed.), Cornelius Castoriadis: Key concepts (pp. 143-154). Bloomsbury.
Tomás, C. (2011). A escola como um espaço de participação cidadã: orçamento participativo com crianças e jovens de Sevilha. En O. Costa e Sousa, C. Cardoso y M. Dias (Eds), Formar professores, investigar práticas. Actas do IV Encontro do CIED (pp. 74-78). Escola Superior de Educação.
Whestheimer, J. y Kahne, J. (2004). What kind of citizen? The politics of educating for democracy. American Educational Research Journal, 41(2), 237-269. https://doi.org/10.3102/00028312041002237
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Publicado
2023-07-13
Cómo citar
Fernandes, P., Belavi, G., Figueiredo, C., & Basasoro, M. (2023). Percepciones docentes sobre prácticas democráticas en centros educativos de Portugal y España. Profesorado, Revista De Currículum Y Formación Del Profesorado, 27(2), 195–213. https://doi.org/10.30827/profesorado.v27i2.22852
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