Sobre la comprensión de las «prácticas» gitanas. Estimular la investigación educativa para pasar de «lo que es el caso» a «lo que hay que hacer»

Elias HEMELSOET, Paul SMEYERS

Resumen


Generalmente, los gitanos son vistos como muy diferentes de la sociedad mayoritaria. Este artículo tiene un doble objetivo. En primer lugar, se exploran estas diferencias y se intenta dar sentido a las prácticas sociales de los gitanos. Para lograr esto, el marco teórico de Wittgenstein, Winch y otros sobre el significado y las prácticas sociales se aplica a esta subcultura. En segundo lugar, este «caso extremo» extiende el marco teórico hasta sus límites. Sin embargo, se argumenta que es posible dar expresión a esta experiencia de gran diferencia. La noción de Wittgenstein de «saber cómo continuar» urge la investigación educativa para superar «lo que es el caso» y llegar a «lo que hay que hacer». Por medio de ejemplos empíricos tomados de
la investigación en la educación de los niños gitanos, se argumenta de esta manera la
necesidad de adoptar este nuevo paso. Se ofrecen respuestas en cuanto a «cómo continuar» en relación con el caso investigado y se exploran las posibilidades como restricciones tanto del marco teórico como de la investigación educativa.


Palabras clave


gitanos; Wittgenstein; prácticas sociales; investigación educativa.

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DOI: http://dx.doi.org/10.14201/teoredu282201224





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