Publicación: Espacios y prácticas de participación ciudadana. Análisis y propuestas educativas desde un enfoque intercultural
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2018-06-29
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Aguado Odina, María Teresa
Gil Jaurena, Inés
Gil Jaurena, Inés
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Atribución-NoComercial-SinDerivadas 4.0 Internacional
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Universidad Nacional de Educación a Distancia (España). Escuela Internacional de Doctorado. Programa de Doctorado en Educación
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Esta tesis se ubica dentro de las investigaciones sobre aprendizaje ciudadano desarrolladas por el grupo INTER (investigación en educación intercultural) de la Universidad Nacional de Educación a Distancia (UNED) y tiene como finalidad “formular propuestas educativas para el aprendizaje de la ciudadanía activa desde un enfoque intercultural”. Partiendo de la premisa de que los espacios ciudadanos son lugares privilegiado de aprendizaje de la práctica ciudadana, la investigación trata de responder a la cuestión; “¿cómo las personas que tienen una práctica ciudadana critica, participativa y transformadora aprenden y enseñan a ejercer dicha práctica?” El marco teórico profundiza y relaciona tres elementos: 1) El “enfoque intercultural” que se configura como una visión compleja del mundo al reconocer su diversidad y dinamismo. La realidad es compleja porque se construye y reconstruye mediante la relación y comunicación de individuos que son a su vez diversos y cambiantes. Por ello el enfoque intercultural se constituye como una praxis, y un proyecto ético-político crítico y transformador comprometido con la equidad, la justicia social y la emancipación. 2) Desde aquí la “participación ciudadana” es la metodología propia del enfoque intercultural, pues garantiza que la transformación social que se persigue sea realizada desde el mayor número de grupos e individuos involucrados, desde el reconocimiento de la diversidad de conocimientos e intereses en el diseño, ejecución y control de su praxis coherente con los principios de equidad y justicia social, es decir, desde unos principios democráticos. Además la “participación ciudadana” se concreta a través los distintos enfoques teórico-normativos y los modelos de democracia que les son afines concluyendo que son los modelos de democracia deliberativa, participativa y radical los que pueden ser coherentes con el enfoque intercultural. 3) Por último se relaciona “la educación y la participación ciudadana” pues se defiende que los espacios de participación ciudadana son los lugares privilegiados para aprender ciudadanía puesto que se aprende a participar participando. Esta idea implica que la ciudadanía es una praxis colectiva, y por tanto la propia practica ciudadana produce significados y conocimientos sobre la misma democracia y su propia práctica. Implica así mismo, que para mejorar los aprendizajes ciudadanos hay que mejorar la propia democracia, pues es su ejercicio el que produce dichos aprendizajes. A nivel metodológico se utiliza un acercamiento etnográfico por ser coherente con el enfoque intercultural y la más adecuada para responder a las preguntas de investigación. Realizándose observación participante durante más de un año en tres espacios ciudadanos autónomos de la ciudad de Madrid, más un espacio institucional que sirve de “contraste”. Además se han realizado 29 entrevistas en profundidad a informantes clave buscando la mayor diversidad posible (edad, género, posición grupal y formas de participación). Entre las conclusiones más relevantes de la tesis se encuentra la construcción de un modelo sobre el ejercicio y aprendizaje de la práctica ciudadana que combina, de forma compleja, los elementos crítico, participativo y transformador de la práctica ciudadana a través de su praxis (práctica reflexiva). La cual se desarrolla dentro de un marco axiológico y epistémico que deriva de la cosmovisión o visión del mundo de las personas integrantes de estos espacio. Esta visión asume la complejidad del mundo y la valora positivamente. El mundo social es complejo porque es diverso, cambiante y relacional estas ideas constituyen la línea base sobre las que se produce la praxis ciudadana crítica, participativa y transformadora. Además se formulan propuestas educativas organizadas en tres apartados: a) las propuestas educativas para profesionales de la educación; b) las propuestas pensadas para mejorar la acción educativa de los propios espacios ciudadanos; y c) ideas para la formación de profesionales de la educación.
This thesis is located within the research on citizen learning developed by the INTER (research group in intercultural education) of the National University of Distance Education (UNED) and aims to "formulate educational proposals for the learning of active citizenship from an intercultural approach ". Starting from the premise that citizen spaces are privileged places for learning about citizen practice, the research tries to answer the question; "How do people who have a critical, participative and transformative citizen practice learn and teach how to exercise this practice?" The theoretical framework deepens and connects three elements: 1) The "intercultural approach" is configured as a complex view of the world by recognizing its diversity and dynamism. So reality is complex because it is constructed and reconstructed through the relationship and communication of individuals who are in turn diverse and changing. Therefore, the intercultural approach is constituted as a praxis, and a critical and transformative ethical-political project committed to equity, social justice and emancipation. 2) From here the "citizen participation" is the methodology of the intercultural approach, to ensure that the social transformation involves the largest number of groups and individuals, as well as recognizes the diversity of knowledge and interests in the design, execution and control of their praxis developed from democratic principles. In addition, "citizen participation" is connected throughtive approaches and the models of democracy, concluding that the models of deliberative, participatory and radical democracy could be coherent with the intercultural approach. 3) Finally, "education and citizen participation" are related, understanding that spaces for citizen participation are privileged places to learn citizenship because people learn to participate by doing it. This idea assumes that citizenship is a collective practice therefore the practice itself produces meanings and knowledge about democracy and its own practice. It also implies that in order to improve citizenship learning, one must improve democracy itself, since it is their exercise that produces such learning. At the methodological level an ethnographic perspective is used because it is coherent with the intercultural approach and the most appropriate to answer the research questions. It has been made participant observation for more than one year in three grassroots citizen spaces of the city of Madrid, plus an institutional space that used as "contrast". In addition, 29 interviews were conducted with key informants. it was looking for the greatest possible diversity (age, gender, group position and forms of participation). Among the most relevant conclusions of the thesis is the construction of a model on the exercise and learning of civic practice that relates, in a complex way, the critical, participative and transforming elements of citizen practice through its praxis (reflective practice), which is developed within an axiological and epistemic framework that is related from the worldview of the people who make up these spaces. This worldview assumes the complexity of the world and values it positively. The social world is complex because it is diverse, changing and relational. These ideas constitute the baseline on which critical, participatoive and transformative citizen praxis is produced. In addition, educational proposals organized in three sections: a) educational proposals for education professionals; b) proposals to improve the educational action of the citizen spaces themselves; and c) proposals for the training of education professionals.
This thesis is located within the research on citizen learning developed by the INTER (research group in intercultural education) of the National University of Distance Education (UNED) and aims to "formulate educational proposals for the learning of active citizenship from an intercultural approach ". Starting from the premise that citizen spaces are privileged places for learning about citizen practice, the research tries to answer the question; "How do people who have a critical, participative and transformative citizen practice learn and teach how to exercise this practice?" The theoretical framework deepens and connects three elements: 1) The "intercultural approach" is configured as a complex view of the world by recognizing its diversity and dynamism. So reality is complex because it is constructed and reconstructed through the relationship and communication of individuals who are in turn diverse and changing. Therefore, the intercultural approach is constituted as a praxis, and a critical and transformative ethical-political project committed to equity, social justice and emancipation. 2) From here the "citizen participation" is the methodology of the intercultural approach, to ensure that the social transformation involves the largest number of groups and individuals, as well as recognizes the diversity of knowledge and interests in the design, execution and control of their praxis developed from democratic principles. In addition, "citizen participation" is connected throughtive approaches and the models of democracy, concluding that the models of deliberative, participatory and radical democracy could be coherent with the intercultural approach. 3) Finally, "education and citizen participation" are related, understanding that spaces for citizen participation are privileged places to learn citizenship because people learn to participate by doing it. This idea assumes that citizenship is a collective practice therefore the practice itself produces meanings and knowledge about democracy and its own practice. It also implies that in order to improve citizenship learning, one must improve democracy itself, since it is their exercise that produces such learning. At the methodological level an ethnographic perspective is used because it is coherent with the intercultural approach and the most appropriate to answer the research questions. It has been made participant observation for more than one year in three grassroots citizen spaces of the city of Madrid, plus an institutional space that used as "contrast". In addition, 29 interviews were conducted with key informants. it was looking for the greatest possible diversity (age, gender, group position and forms of participation). Among the most relevant conclusions of the thesis is the construction of a model on the exercise and learning of civic practice that relates, in a complex way, the critical, participative and transforming elements of citizen practice through its praxis (reflective practice), which is developed within an axiological and epistemic framework that is related from the worldview of the people who make up these spaces. This worldview assumes the complexity of the world and values it positively. The social world is complex because it is diverse, changing and relational. These ideas constitute the baseline on which critical, participatoive and transformative citizen praxis is produced. In addition, educational proposals organized in three sections: a) educational proposals for education professionals; b) proposals to improve the educational action of the citizen spaces themselves; and c) proposals for the training of education professionals.
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Categorías UNESCO
Palabras clave
Citación
Centro
Facultades y escuelas::Facultad de Educación
Departamento
Grupo de investigación
Grupo de innovación
Programa de doctorado
Programa de doctorado en educación