Ideologías, discursos y educación: currículo oculto en las escuelas públicas
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Fecha
2024
Autores
Villarreal Benítez, Kristell Andrea
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Sociales y Jurídicas
Facultad de Ciencias Sociales y Jurídicas
Resumen
Bajo la premisa de que las escuelas enseñan más de lo que se cree, se presta especial atención a la naturaleza política inserta en las enseñanzas y su rol en el manteamiento del statu quo, este trabajo de tesis doctoral tuvo como propósito principal develar la relación entre los diferentes saberes ideológicos, así como la relación con el currículo oculto en las escuelas públicas de Cartagena. Para ello, se identificaron dichos contenidos, se caracterizaron y de esta forma se plantearon unas consignas pedagógicas abiertas encaminadas a la reflexión para el cambio que soporten futuras propuestas pedagógicas.
Esta investigación busca seguir contribuyendo a la desnaturalización de las visiones homogéneas y estandarizadas del funcionamiento de la escuela y la praxis docente, para ello, se estableció un dialogo entre los fundamentos epistemológicos provenientes de la teoría curricular, el análisis crítico del discurso y la sociología de la educación. Metodológicamente, la investigación se inscribió en el enfoque histórico-hermenéutico. Se propuso un estudio que hiciera uso de la teoría fundamentada desde Kathy Charmaz para generar el análisis de los datos obtenidos a partir de la aplicación de entrevistas semiestructuradas, grupos focales y observación no participantes haciendo uso del software MAXQDA. Los instrumentos fueron aplicados a una unidad de trabajo compuesta por maestros, directivos docentes y estudiantes de escuelas públicas de Cartagena.
Los resultados dejan ver como los discursos y las prácticas educativas pueden involuntariamente reforzar prejuicios y discriminación. Se identificaron y codificaron ideologías racistas, sexistas, aporófobas, LGBTIQ+fóbicas y xenófobas contribuyendo a la creación de una taxonomía que refleja cómo se construyen ideológicamente la diferencia por parte de diferentes miembros de la comunidad escolar. La investigación destaca que los conocimientos a menudo emergen más
de contextos generalizados que de interacciones específicas con estudiantes, lo cual es crucial para entender cómo se transmite el currículo oculto. Además, se plantea que los contenidos ideológicos en la educación no solo son suposiciones sin fundamento, sino creencias integradas emergentes de concepciones históricamente construidas.
Se concluye que los discursos ideológicos documentados son parte de un proceso dinámico y cambiante que está profundamente integrado en la estructura social y cultural del entorno educativo, por lo que se sugiere que estos hallazgos se utilicen para reflexionar y reformar las prácticas educativas, promoviendo un enfoque más crítico y consciente en la formación de futuros docentes.
Operating under the premise that schools teach more than is commonly believed, this doctoral thesis focuses on the political nature embedded in educational teachings and their role in maintaining the status quo. The main purpose was to unveil the relationship between different ideological knowledges and their connection to the hidden curriculum in the public schools of Cartagena. To achieve this, such contents were identified, characterized, and thus open pedagogical directives aimed at reflection for change were proposed to support future pedagogical initiatives. This research aims to continue contributing to the denaturalization of homogeneous and standardized views of school operations and teaching practices. To this end, a dialogue was established between epistemological foundations from curriculum theory, critical discourse analysis, and the sociology of education. Methodologically, the research adopted a historical-hermeneutic approach. The study used Grounded Theory, as developed by Kathy Charmaz, to analyze data obtained from semi-structured interviews, focus groups, and non-participant observation using MAXQDA software. The instruments were applied to a work unit consisting of teachers, educational administrators, and students from public schools in Cartagena. The results show how discourses and educational practices can inadvertently reinforce prejudices and discrimination. Racist, sexist, aporophobic, LGBTIQ-phobic, and xenophobic ideologies were identified and coded, contributing to the creation of a taxonomy that reflects how differences are ideologically constructed by various members of the school community. The research emphasizes that knowledge often arises more from generalized contexts than from specific interactions with students, which is crucial for understanding how the hidden curriculum is transmitted. Additionally, it is argued that ideological contents in education are not merely unfounded assumptions but are integrated beliefs emerging from historically constructed conceptions. It is concluded that the documented ideological discourses are part of a dynamic and changing process deeply integrated into the social and cultural structure of the educational environment. Therefore, it is suggested that these findings be used to reflect on and reform educational practices, promoting a more critical and conscious approach in the training of future teachers.
Operating under the premise that schools teach more than is commonly believed, this doctoral thesis focuses on the political nature embedded in educational teachings and their role in maintaining the status quo. The main purpose was to unveil the relationship between different ideological knowledges and their connection to the hidden curriculum in the public schools of Cartagena. To achieve this, such contents were identified, characterized, and thus open pedagogical directives aimed at reflection for change were proposed to support future pedagogical initiatives. This research aims to continue contributing to the denaturalization of homogeneous and standardized views of school operations and teaching practices. To this end, a dialogue was established between epistemological foundations from curriculum theory, critical discourse analysis, and the sociology of education. Methodologically, the research adopted a historical-hermeneutic approach. The study used Grounded Theory, as developed by Kathy Charmaz, to analyze data obtained from semi-structured interviews, focus groups, and non-participant observation using MAXQDA software. The instruments were applied to a work unit consisting of teachers, educational administrators, and students from public schools in Cartagena. The results show how discourses and educational practices can inadvertently reinforce prejudices and discrimination. Racist, sexist, aporophobic, LGBTIQ-phobic, and xenophobic ideologies were identified and coded, contributing to the creation of a taxonomy that reflects how differences are ideologically constructed by various members of the school community. The research emphasizes that knowledge often arises more from generalized contexts than from specific interactions with students, which is crucial for understanding how the hidden curriculum is transmitted. Additionally, it is argued that ideological contents in education are not merely unfounded assumptions but are integrated beliefs emerging from historically constructed conceptions. It is concluded that the documented ideological discourses are part of a dynamic and changing process deeply integrated into the social and cultural structure of the educational environment. Therefore, it is suggested that these findings be used to reflect on and reform educational practices, promoting a more critical and conscious approach in the training of future teachers.
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Palabras clave
Currículo oculto, Discursos, Educación pública, Hegemonía, Ideologías, Relaciones de poder
