La pedagogía y la epistemología sometidas a examen. El inesperado potencial de la pedagogía «liberal» de John Elliott para la enseñanza de contenidos en las ciencias sociales y humanas

Luis S. VILLACAÑAS DE CASTRO

Resumen


En un intento por analizar en profundidad la contribución de John Elliott al campo de los estudios curriculares, el siguiente artículo comienza situando el trabajo de este pedagogo en el contexto de los debates ideológicos fundamentales del siglo XX, cuyas consecuencias determinaron el campo de las ciencias humanas y sociales. El posicionamiento de Elliott en esta encrucijada ideológica se define como «liberal», a causa de la manera en la que conectó su propia filosofía de la educación con la esfera de la ética y de los medios de la educación, en oposición a perspectivas finalistas de la educación, como la consolidación de conocimientos objetivos. La segunda parte de este trabajo explora la pedagogía de Elliott desde el punto de vista del potencial que ésta pueda tener para sugerir un enfoque curricular que, en contra de su propia perspectiva, defienda la objetividad de las ciencias sociales y humanas, así como la necesidad de que los estudiantes aprendan ciertos contenidos. En contraste con las intenciones del propio Elliott, el artículo llega a la conclusión de que el hecho de que los estudiantes participen en la misma realidad social que deben llegar a comprender, plantea obstáculos pedagógicos (emocionales y de interacción), de cara a cuya superación los principios de Elliott se revelarían particularmente efectivos.


Palabras clave


pedagogía; epistemología; currículo; conocimiento; medios; contenidos

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DOI: http://dx.doi.org/10.14201/teoredu201426193113





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