{"title":"什么样的专业教育,什么样的学校,什么样的社会","authors":"T. Gómez","doi":"10.6018/REIFOP.22.3.376391","DOIUrl":null,"url":null,"abstract":"espanolEste articulo, resultado de la revision y reflexion teorica, responde a la pregunta que todo profesional de la educacion deberia formularse: que ser humano se desea formar para que sociedad. Si aspiramos a una sociedad mas justa y mas humana, una sociedad convivencial, constituida por sujetos libres y emancipados, que es el planteamiento de este trabajo, necesitamos formar docentes, desde la pedagogia critica, como agentes de cambio e intelectuales transformadores para que contribuyan al desarrollo de escuelas democraticas. Es decir, docentes que configuren un curriculum contrahegemonico en el marco de una organizacion participativa en colaboracion con la comunidad, instancias y movimientos sociopoliticos. EnglishThis article, resulting from theoretical review and reflection, answers the question that every education professional should ask themselves: what human being is to be trained for what society. If our ambition is for a fairer and more humane society, a convivial society made up of free and emancipated subjects, which is the approach of this work, there is a need to train teachers, from critical pedagogy, as agents of change or transformative intellectuals so that they help towards the development of democratic schools. That is to say, teachers who shape a counterhegemonic curriculum in the context of a participatory organisation in collaboration with the community, authorities and sociopolitical movements.","PeriodicalId":36972,"journal":{"name":"Revista Electronica Interuniversitaria de Formacion del Profesorado","volume":null,"pages":null},"PeriodicalIF":1.4000,"publicationDate":"2019-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Qué profesional de la educación para qué escuela y para qué sociedad\",\"authors\":\"T. Gómez\",\"doi\":\"10.6018/REIFOP.22.3.376391\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"espanolEste articulo, resultado de la revision y reflexion teorica, responde a la pregunta que todo profesional de la educacion deberia formularse: que ser humano se desea formar para que sociedad. Si aspiramos a una sociedad mas justa y mas humana, una sociedad convivencial, constituida por sujetos libres y emancipados, que es el planteamiento de este trabajo, necesitamos formar docentes, desde la pedagogia critica, como agentes de cambio e intelectuales transformadores para que contribuyan al desarrollo de escuelas democraticas. Es decir, docentes que configuren un curriculum contrahegemonico en el marco de una organizacion participativa en colaboracion con la comunidad, instancias y movimientos sociopoliticos. EnglishThis article, resulting from theoretical review and reflection, answers the question that every education professional should ask themselves: what human being is to be trained for what society. If our ambition is for a fairer and more humane society, a convivial society made up of free and emancipated subjects, which is the approach of this work, there is a need to train teachers, from critical pedagogy, as agents of change or transformative intellectuals so that they help towards the development of democratic schools. That is to say, teachers who shape a counterhegemonic curriculum in the context of a participatory organisation in collaboration with the community, authorities and sociopolitical movements.\",\"PeriodicalId\":36972,\"journal\":{\"name\":\"Revista Electronica Interuniversitaria de Formacion del Profesorado\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.4000,\"publicationDate\":\"2019-09-30\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Revista Electronica Interuniversitaria de Formacion del Profesorado\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.6018/REIFOP.22.3.376391\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Revista Electronica Interuniversitaria de Formacion del Profesorado","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.6018/REIFOP.22.3.376391","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
摘要
这篇文章是理论回顾和反思的结果,回答了每个教育专业人员都应该问自己的问题:什么样的人想要形成什么样的社会。如果我们渴望一个更公正、更人道的社会,一个由自由和解放的主体组成的共存社会,这是这项工作的方法,我们需要培训教师,从批判教育学,作为变革的推动者和变革的知识分子,为民主学校的发展做出贡献。这意味着教师在与社区、社会政治机构和运动合作的参与性组织框架内制定反霸权课程。本文通过理论回顾和反思,回答了每个教育专业人员都应该问自己的问题:什么样的人应该为什么样的社会接受培训。If our ambition is更加公平和更加人道协会,给社会convivial made up of free and emancipated publication, which is the approach of this work, there is a需要培训教师,from critical教育学as制剂of change or transformative韩国智库so that they help towards the development of democratic学校。也就是说,在一个与社区、当局和社会政治运动合作的参与性组织的背景下制定反霸权课程的教师。
Qué profesional de la educación para qué escuela y para qué sociedad
espanolEste articulo, resultado de la revision y reflexion teorica, responde a la pregunta que todo profesional de la educacion deberia formularse: que ser humano se desea formar para que sociedad. Si aspiramos a una sociedad mas justa y mas humana, una sociedad convivencial, constituida por sujetos libres y emancipados, que es el planteamiento de este trabajo, necesitamos formar docentes, desde la pedagogia critica, como agentes de cambio e intelectuales transformadores para que contribuyan al desarrollo de escuelas democraticas. Es decir, docentes que configuren un curriculum contrahegemonico en el marco de una organizacion participativa en colaboracion con la comunidad, instancias y movimientos sociopoliticos. EnglishThis article, resulting from theoretical review and reflection, answers the question that every education professional should ask themselves: what human being is to be trained for what society. If our ambition is for a fairer and more humane society, a convivial society made up of free and emancipated subjects, which is the approach of this work, there is a need to train teachers, from critical pedagogy, as agents of change or transformative intellectuals so that they help towards the development of democratic schools. That is to say, teachers who shape a counterhegemonic curriculum in the context of a participatory organisation in collaboration with the community, authorities and sociopolitical movements.