Racionalidades culturales de la profesión docente: un estudio de caso en la formación del profesorado europeo

Eduardo  Fernández; Rocío Anguita Martínez; Yasna  Pradena García

doi:10.5944/reec.44.2024.37938

Autores/as

Eduardo Fernández Universidad de Valladolid
Rocío Anguita Martínez Universidad de Valladolid http://orcid.org/0000-0002-2533-8871
Yasna Pradena García Universidad de Valladolid https://orcid.org/0000-0001-7687-6592

DOI:

https://doi.org/10.5944/reec.44.2024.37938

Palabras clave:

política educativa, estudios europeos, formación de profesorado, profesión docente

Resumen

En un contexto mundial y europeo que ha transformado de un modo profundo las agendas educativas bajo una serie de parámetros y marcos de actuación orientados por lógicas basadas en el gerencialismo económico de los sistemas educativos y la búsqueda de su eficiencia en detrimento en muchas ocasiones de la equidad, el artículo tiene por objetivo identificar cuáles son las racionalidades culturales que sustentan los discursos docentes respecto de la formación inicial del profesorado y también en el ámbito de la educación obligatoria. La investigación parte de un estudio de caso realizado sobre un material empírico cuyas fuentes serían: a) una revisión sistemática de la literatura y el análisis documental, b) la consulta a expertos en innovación educativa en Ed. Secundaria a través de la metodología Delphi; c) una entrevista en profundidad a docentes universitarios en formación inicial de profesorado, y d) un cuestionario semi-estructurado con estudiantes egresados de los grados de Infantil y Primaria. El análisis de datos nos ha permitido considerar tres racionalidades subyacentes que sostendrían parte de las políticas actuales respecto de la profesión docente y la formación del profesorado en el contexto europeo, y que hemos denominado como reproductora, emprendedora e inclusiva, respectivamente. La discusión de resultados parece confirmar que las agendas formativas implementadas a nivel europeo son percibidas o implementadas, para el caso español que utilizamos a modo de caso de estudio, no sin ambigüedades o susceptibles de problematización y cuestionamiento. Los resultados apuntan a cuestiones como la educación para una ciudadanía global y postnacional; la profundidad y alcance real de los cambios que introduce el discurso innovador; las tensiones generadas con la emergencia de la sociedad digital; o el compromiso hacia una pedagogía socialmente relevante, inclusiva y ligada a los bienes comunes del conocimiento.

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