Currículo diferenciado en educación superior. Un abordaje desde el capital cultural de los estudiantes
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Fecha
2022
Autores
Jiménez Pérez, Noé José
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
La presente investigación se interesa por el estudio de las dimensiones humanas que subyacen
en la particularidad de la vida de los estudiantes de educación superior, asumiendo como su
principal objetivo proponer lineamientos epistemológicos, teóricos y metodológicos que
posibiliten el reconocimiento de un currículo diferenciado, el cual guardaría relación con las
realidades diferenciadas de capital cultural existentes entre los discentes y la complejidad
que hoy representa estudiar el bucle familia-contexto-sociedad para comprender cómo estos
tres escenarios han influido significativamente en la configuración de lo que es la actual
realidad socioeducativa de las instituciones de educación superior en época de pandemia a
causa del Covid-19.
Desde una perspectiva teórica, es importante dilucidar el concepto de currículo y
también la noción de “capital cultural”, para así comprender las formas de construcción del
conocimiento mediante la adquisición de medios de vida tanto materiales como simbólicos
que contribuyen a la configuración de los modos de pensar, actuar y sentir de los estudiantes
de educación superior. La investigación utilizó la etnografía virtual, que trabaja sobre datos
generalmente no estructurados, sin codificación; y realiza su trabajo de campo en una
permanente interacción con la comunidad practicando la observación directa. El Programa
de Sociología de la Universidad del Atlántico es de modalidad presencial, pero, de acuerdo
a la situación actual de pandemia, ha sido adaptado a un modelo de educación remota
mediada por las TIC. Por ello, a raíz de la actual coyuntura global, se realiza una lectura
etnográfica desde la interactividad virtual, pues esto brinda una lectura mucho más compleja
y articulada a la situación actual de la pandemia. Las técnicas para la recolección de la
información se basan principalmente en la utilización de las entrevistas, la observación
participante, la revisión documental y el análisis de contenido
This research is interested in the study of the factors that underlie the particularity of the lives of higher education students, assuming as the main objective to reveal he existence of a differentiated curriculum, which is related to the different realities of cultural capital existing among students and the complexity that today represents studying the family, context and society loop to understand how these three scenarios have significantly influenced in the configuration of what is the current socio-educational reality of Higher Education institutions in times of pandemic due to Covid-19. From a theoretical perspective, it´s important to elucidate the concept of curriculum proposed by Gimeno (1988), ¨the curriculum is actually part of multiple types of practices that cannot be reduce solely to the pedagogical practice of teaching (p.24). But also, the notion of ¨cultural capital¨ raised by Bourdieu (2000, p.136), in order to understand the forms of construction of knowledge through the acquisition of material and symbolic means that contributes to the configuration of the ways of thinking, acting and feeling higher education students. Regarding the methodological proposal, as a result of the current global situation due to the pandemic, virtual ethnography is used, which ¨is interested in studying the social, cognitive and affective relationships that occur in cyberspace, the configuration of virtual communities on the internet, the emergence of communication channels that enhance interactivity, both asynchronous trough emails, social networks, forums, collaboration networks, and even educational platforms where other resources such as virtual classrooms, videoconferences or messaging are used snapshot¨ (Ruiz and Aguirre, 2015,p,67). Information gathering techniques are mainly based on the use of interviews, participant-observation, document review and content analysis.
This research is interested in the study of the factors that underlie the particularity of the lives of higher education students, assuming as the main objective to reveal he existence of a differentiated curriculum, which is related to the different realities of cultural capital existing among students and the complexity that today represents studying the family, context and society loop to understand how these three scenarios have significantly influenced in the configuration of what is the current socio-educational reality of Higher Education institutions in times of pandemic due to Covid-19. From a theoretical perspective, it´s important to elucidate the concept of curriculum proposed by Gimeno (1988), ¨the curriculum is actually part of multiple types of practices that cannot be reduce solely to the pedagogical practice of teaching (p.24). But also, the notion of ¨cultural capital¨ raised by Bourdieu (2000, p.136), in order to understand the forms of construction of knowledge through the acquisition of material and symbolic means that contributes to the configuration of the ways of thinking, acting and feeling higher education students. Regarding the methodological proposal, as a result of the current global situation due to the pandemic, virtual ethnography is used, which ¨is interested in studying the social, cognitive and affective relationships that occur in cyberspace, the configuration of virtual communities on the internet, the emergence of communication channels that enhance interactivity, both asynchronous trough emails, social networks, forums, collaboration networks, and even educational platforms where other resources such as virtual classrooms, videoconferences or messaging are used snapshot¨ (Ruiz and Aguirre, 2015,p,67). Information gathering techniques are mainly based on the use of interviews, participant-observation, document review and content analysis.
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Palabras clave
Currículo diferenciado, Capital cultural, Educación superior, Estudiantes, Differentiated curriculum, Cultural capital, Higher education, Students