Persona:
Aguado Odina, María Teresa

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ORCID
0000-0002-8867-4450
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Aguado Odina
Nombre de pila
María Teresa
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2021 - 20223
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Tiene archivos: true × search.filters.applied.f.itemDepartamento: Metodología de las Ciencias del Comportamiento (MIDE I) ×

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Mostrando 1 - 3 de 3
  • Miniatura
    Publicación
    Opening up participatory spaces: a way of rethinking school practices linked to territory
    (Taylor & Francis, 2021) Sales, Auxiliadora; Aguado Odina, María Teresa; Lozano Martinez, Josefina; Pellejero Goñi, Lucía; https://orcid.org/0000-0001-9915-0401; https://orcid.org/0000-0003-4966-7896; https://orcid.org/0000-0001-7245-4130
    Background For education to be underpinned deeply by the principles of inclusion and interculturality, there is a need for school to be reconceptualised as an institution which is strongly linked to its territory and capable of being an agent of social change. As part of a wider project exploring processes of democratic participation for social transformation, this article reports on a research study that supported schools to review and reformulate their educational practices through a school-based Participatory Action Research (PAR) project. Purpose The study sought to support participating schools to examine, review and transform practices by using participatory social diagnosis (PSD) strategies. In particular, it aimed to explore the ways in which PSD practices enabled the review of practices linked to territory, encouraging a process of transformative participation towards inclusion. Method Through participatory projects across four infant (3- to 6-year-old pupils) and primary (6- to 12-year-old pupils) schools in different locations in Spain, case studies were developed to examine participation and community building in the context of each case. Data, including recordings of focus group sessions, were transcribed and analysed qualitatively, using content analysis techniques. Findings Across the four case studies, analysis suggested that, in a variety of ways, spaces and times were created for shared reflection, and participatory techniques generated creative forms available to the entire community to contribute to the analysis and transformation of practices. The findings indicated that PAR techniques had enabled a means of participation that led to a process of circulation and collective production of knowledge, allowing a rethinking of inclusion and territory. Conclusions : Our small scale, in-depth study highlights the implications of opening up participatory spaces with regard to the concept of community, social change and territory. This research may provide insights for future researchers and school communities with similar goals of changing educational practices to address participation from an inclusive and intercultural approach.
  • Miniatura
    Publicación
    Building inclusive and democratic schools in Spain: strategies for mobilising knowledge on inclusive education through participatory action research
    (Taylor & Francis, 2021-07-22) Moliner Garcia, Odet; Lozano, Josefina; Aguado Odina, María Teresa; Amiama, Joxe; https://orcid.org/0000-0002-5318-5489; https://orcid.org/0000-0003-4966-7896; https://orcid.org/0000-0002-0320-5218
    This article presents the results of a research on transformation processes for creating more democratic and inclusive schools. Through a multiple case study of four Spanish schools, the authors analyse how the actors involved in participatory action research processes mobilise knowledge on inclusive education. The authors explore the strategies that favour said mobilisation when inclusive, democratic and community curricular practices are implemented. These practices are carried out in schools within the framework of Participatory Action Research (PAR) processes. The results show that collaborative and dialogical practices allow to question the pedagogical practices, and serve for linking contexts (school, territory and university) and mobilising the available knowledge (generate it, apply it, share it and disseminate it).
  • Miniatura
    Publicación
    El aprendizaje de la ciudadanía activa en el movimiento social: una mirada retrospectiva al 15-M en España
    (Universidad de Tarapacá, 2022) Abril Hervás, David; Aguado Odina, María Teresa
    El ejercicio y aprendizaje de la ciudadanía es una cuestión irrenunciable en sociedades que defienden ideales democráticos de participación y justicia social. Entendemos la ciudadanía como un concepto dinámico y relacional; una práctica orientada al desarrollo de capacidades y acciones colectivas basadas en la creatividad y el diálogo dirigidos a la transformación social. La ciudadanía se aprende sobre todo ejerciéndola. Desde esta perspectiva, el estudio que presentamos reconoce el espacio de los movimientos sociales y específicamente el 15-M (también conocido como "movimiento de los indignados", surgido en el Estado español en mayo de 2011) como escuela de ciudadanía. Nuestro objetivo es justificar y ejemplificar esta afirmación a través de entrevistas en profundidad a personas que han participado activamente en el mismo. Se expone el concepto de ciudadanía y de aprendizaje de la ciudadanía como marco desde el que analizar los resultados de las entrevistas: motivaciones, aprendizajes, emociones, vínculos y redes. Esperamos poder compartir estos resultados con otras experiencias de participación y acción social en el ámbito latinoamericano