Desarrollando métodos comparativos realistas críticos para investigar las religiones, los sistemas de creencias y la educación
DOI:
https://doi.org/10.5944/reec.33.2019.23005Palavras-chave:
Educación, religión, sistemas de creencias, ideologías, estudios comparativos realistas críticos, curricula, materiales de enseñanzaResumo
La educación está cada vez más implicada en cuestiones religiosas y otras cuestiones ideológicas, pero las contribuciones de la Educación comparada han sido sorprendentemente escasas. A partir de la definición «sistemas de creencias», este artículo revisa metodologías comparativas relevantes y propone que un enfoque «comparativo realista crítico» puede reducir las debilidades metodológicas. Concluye que la ontología y la epistemología pueden aplicar perspectivas actuales sobre «noticias falsas» y «verificación de hechos». El marco de la «historia desarmadora» de la UNESCO puede fomentar discusiones educativas sin confrontación y la creación participativa de planes de estudio y materiales de enseñanza. Los marcos de investigación apropiados implican ubicar estudios en términos de personas, lugares y/o sistemas, y las metodologías para investigar personas y organizaciones poderosas pueden mejorar los métodos de recolección de datos. La investigación de crowdsourcing y la investigación en línea, incluido Big data, aumentan el alcance de estos métodos. La participación diversa mejora la investigación, y el documento proporciona ideas para involucrar a los jóvenes.
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