El aprendizaje-servicio en el marco de la pedagogía de frontera
Resumen
Este artículo se enmarca en una línea de trabajos que reflexiona sobre la resignificación de la misión de la universidad desde su responsabilidad social, que consiste en llevar a la comunidad más allá de sus fronteras para que cumplan con el compromiso cívico de la universidad.
El presente estudio analiza el aprendizaje-servicio (ApS) desde la perspectiva de la border pedagogy (pedagogía de frontera), sin perder de vista que el ApS puede entenderse desde múltiples tradiciones pedagógicas. En este caso, lo conceptualizamos como la metáfora de un puente que trata de unir diversos escenarios e incluso ámbitos teóricos. Se argumenta que el ApS, inspirado en la pedagogía de fronteras, puede contribuir a redefinir las fronteras físicas, epistemológicas y culturales, promoviendo la equidad, el aprendizaje mutuo y la co-creación de conocimiento con las comunidades. Para abordar este análisis, el artículo se estructura en varios apartados que examinan la relación entre el ApS y la pedagogía de frontera, analizando su potencial transformador, sus fundamentos teóricos y su impacto en la educación superior.
Siguiendo una metodología de indagación crítico-hermenéutica, examinamos los puntos de convergencia entre el ApS y la border pedagogy para explorar cómo estos enfoques pueden integrarse en proyectos de servicio.
El análisis identifica que el ApS y la border pedagogy comparten valores como la justicia social, el pensamiento crítico y la inclusividad. Estos enfoques fomentan la formación de ciudadanía intercultural, transforman narrativas e identidades del estudiantado y reconceptualizan el papel del profesorado como facilitador del conocimiento colectivo. Se enfatiza el aprendizaje en comunidades de práctica y el impacto social como elementos de valor en la construcción de proyectos de ApS de calidad. No obstante, se destacan desafíos importantes como la falta de formación docente en ApS y las tensiones entre los objetivos académicos y las necesidades comunitarias.
Se concluye que la integración del ApS con la border pedagogy, en diálogo con la amplitud, diversidad y pluralismo de enfoques que puede adoptar el ApS, tiene un enorme potencial para transformar la enseñanza superior. Sin embargo, su implementación requiere marcos conceptuales claros, formación específica para los actores implicados y una vinculación más estrecha entre universidades y comunidades. Este enfoque fomenta una universidad comprometida con su entorno, capaz de formar ciudadanos críticos y contribuir a la justicia social.
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Carney, T. (2004). Reaching beyond borders through Service Learning. Journal of Latinos and Education, 3, 267- 271. https://doi.org/10.1207/S1532771XJLE0304_5
Caspersz, D., & Olaru, D. (2017). The value of service learning: The student perspective. Studies in Higher Education, 42(4), 685–700. https://doi.org/10.1080/03075079.2015.1070818
Chika-James, T. A., Salem, T., & Oyet, M. C. (2022). Our gains, pains and hopes: Community partners’ perspectives of service-learning in an undergraduate business education. SAGE Open, 12(1), 1-20. https://doi.org/10.1177/2158244021106939
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Compare, C., & Albanesi, C. (2023). Belief, attitude and critical understanding. A systematic review of social justice in Service-Learning experiences. Journal of Community & Applied Social Psychology, 33(2), 332-355. https://doi.org/10.1002/casp.2639
Conway, J. M., Amel, E. L., & Gerwien, D. P. (2009). Teaching and learning in the social context: A meta-analysis of service learning’s effects on academic, personal, social, and citizenship outcomes. Teaching of Psychology, 36(4), 233-245. https://doi.org/10.1080/00986280903172969
Darder, A. (2015). Teaching as an act of love: A pedagogy of possibility. reflections on Paulo Freire and his contributions to our lives and our work. Paradigm Publishers.
Declaración de Valencia (2023). Universidad y sociedad. https://www.crue.org/2023/05/declaracion-de-valencia-universidad-y-sociedad
Deeley, S. (2016). El aprendizaje-servicio en educación superior. Teoría práctica y perspectiva crítica. Narcea.
European Higher Education Area (EHEA) (2024). Tirana Communiqué. https://ehea.info/Immagini/Tirana-Communique.pdf
Farrell, C. C., Penuel, W. R., Allen, A., Anderson, E. R., Bohannon, A. X., Coburn, C. E., & Brown, S. L. (2022). Learning at the boundaries of research and practice: A framework for understanding research-practice partnerships. Educational Researcher, 51(3), 197-208. https://doi.org/10.3102/0013189X211069073
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Furco, A. (1996). Service-learning: A balanced approach to experiential education. Expanding Boundaries: Serving and Learning, 1, 1-6. https://digitalcommons.unomaha.edu/cgi/viewcontent.cgi?article=1104&context=slceslgen
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Giroux, H. (2005). Border crossings: Cultural workers and the politics of education. Routledge.
Hatcher, J. A., & Bringle, R. G. (2012). The role of service-learning in Higher Education. Journal of Higher Education, 83(5), 758-783. http://hdl.handle.net/2027/spo.3239521.0016.203
Hayes, E., & Cuban, S. (1997). Border pedagogy: A critical framework for service-learning. Michigan Journal of Community Service-learning, 4, 72-80. https://quod.lib.umich.edu/m/mjcsl/3239521.0004.108?rgn=main;view=fulltext
Hullender, R., Hinck, S., Wood-Nartker, J., Burton, T., & Bowlby, S. (2005). Evidence of transformative learning in service-learning reflections. Journal of the Scholarship of Teaching and Learning, 15(4) 58-82. https://doi.org/10.14434/josotl.v15i4.13432
Kazanjian, C. J. (2011). The border pedagogy revisited. Intercultural Education, 22(5), 371-38. https://doi.org/10.1080/14675986.2011.643135
Keith, N. (1998). Community service for community building: The school-based service corps as border crossers. Michigan Journal for Community Service Learning, 5, 86-96.
Lalueza, J. L., & Macías-Gómez-Estern, B. (2020). Border crossing. A service-learning approach based on transformative learning and cultural-historical psychology. Culture and Education, 32(3), 556-582. https://doi.org/10.1080/11356405.2020.1792755
Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate peripheral participation. Cambridge University Press.
Leander, K. M., Phillips, N. C., & Taylor, K. H. (2010). The Changing social spaces of learning: Mapping new mobilities. Review of Research in Education, 34, 329-394. https://doi.org/10.3102/0091732X09358129
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Martínez, M. (Ed.) (2008). Aprendizaje servicio y responsabilidad social de las Universidades. MEC y Octaedro.
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McMillan, J., Goodman, Y., & Schmid, B. (2016). Illuminating “transaction spaces” in Higher Education: University–community partnerships and brokering as “boundary work”. Journal of Higher Education Outreach and Engagement, 20(3), 8-31. https://openjournals.libs.uga.edu/jheoe/article/download/1291/1288
Mergler, A., Carrington, S. B., Boman, P., Kimber, M. P., & Bland, D. (2017). Exploring the value of service-learning on pre-service teachers. Australian Journal of Teacher Education, 42(6), 69–80. https://doi.org/10.14221/ajte.2017v42n6.5
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Bringle, R. G., & Clayton, P. H. (2023). Higher education: Service-learning as pedagogy, partnership, institutional organization, and change strategy. En R. J. Tierney, F. Rizvi, & K. Ercikan (Eds.). International Encyclopedia of Education, vol. 8 (pp. 476-490). Elsevier.
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Butin, D. W. (2007). Justice-learning: Service-learning as justice-oriented education. Equity & Excellence in Education, 40, 177-183. https://doi.org/10.1080/10665680701246492
Butin, D. W. (2015). Service-Learning in Higher Education: Critical issues and directions. Palgrave Macmillan.
Carney, T. (2004). Reaching beyond borders through Service Learning. Journal of Latinos and Education, 3, 267- 271. https://doi.org/10.1207/S1532771XJLE0304_5
Caspersz, D., & Olaru, D. (2017). The value of service learning: The student perspective. Studies in Higher Education, 42(4), 685–700. https://doi.org/10.1080/03075079.2015.1070818
Chika-James, T. A., Salem, T., & Oyet, M. C. (2022). Our gains, pains and hopes: Community partners’ perspectives of service-learning in an undergraduate business education. SAGE Open, 12(1), 1-20. https://doi.org/10.1177/2158244021106939
Chupp, M. G., Fletcher, A. M., & Graulty, J. P. (2021). Toward authentic university-community engagement. Journal of Community Practice, 29(4), 435-449. https://doi.org/10.1080/10705422.2021.1992556
Compare, C., & Albanesi, C. (2023). Belief, attitude and critical understanding. A systematic review of social justice in Service-Learning experiences. Journal of Community & Applied Social Psychology, 33(2), 332-355. https://doi.org/10.1002/casp.2639
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Darder, A. (2015). Teaching as an act of love: A pedagogy of possibility. reflections on Paulo Freire and his contributions to our lives and our work. Paradigm Publishers.
Declaración de Valencia (2023). Universidad y sociedad. https://www.crue.org/2023/05/declaracion-de-valencia-universidad-y-sociedad
Deeley, S. (2016). El aprendizaje-servicio en educación superior. Teoría práctica y perspectiva crítica. Narcea.
European Higher Education Area (EHEA) (2024). Tirana Communiqué. https://ehea.info/Immagini/Tirana-Communique.pdf
Farrell, C. C., Penuel, W. R., Allen, A., Anderson, E. R., Bohannon, A. X., Coburn, C. E., & Brown, S. L. (2022). Learning at the boundaries of research and practice: A framework for understanding research-practice partnerships. Educational Researcher, 51(3), 197-208. https://doi.org/10.3102/0013189X211069073
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Furco, A. (1996). Service-learning: A balanced approach to experiential education. Expanding Boundaries: Serving and Learning, 1, 1-6. https://digitalcommons.unomaha.edu/cgi/viewcontent.cgi?article=1104&context=slceslgen
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García-Gutiérrez, J., & Ruiz-Corbella, M. (2022). La idea de Universidad desde un enfoque humanista: la contribución del Aprendizaje-Servicio como filosofía de la Educación Superior. Teoría de la Educación. Revista Interuniversitaria, 34(2), 159-176. https://doi.org/10.14201/teri.27887
Giroux, H. (1992). Border crossings: Cultural workers and the politics of education. Routledge.
Giroux, H. (2001). Theory and resistance in education: A pedagogy for the opposition. Bergin & Garvey.
Giroux, H. (2005). Border crossings: Cultural workers and the politics of education. Routledge.
Hatcher, J. A., & Bringle, R. G. (2012). The role of service-learning in Higher Education. Journal of Higher Education, 83(5), 758-783. http://hdl.handle.net/2027/spo.3239521.0016.203
Hayes, E., & Cuban, S. (1997). Border pedagogy: A critical framework for service-learning. Michigan Journal of Community Service-learning, 4, 72-80. https://quod.lib.umich.edu/m/mjcsl/3239521.0004.108?rgn=main;view=fulltext
Hullender, R., Hinck, S., Wood-Nartker, J., Burton, T., & Bowlby, S. (2005). Evidence of transformative learning in service-learning reflections. Journal of the Scholarship of Teaching and Learning, 15(4) 58-82. https://doi.org/10.14434/josotl.v15i4.13432
Kazanjian, C. J. (2011). The border pedagogy revisited. Intercultural Education, 22(5), 371-38. https://doi.org/10.1080/14675986.2011.643135
Keith, N. (1998). Community service for community building: The school-based service corps as border crossers. Michigan Journal for Community Service Learning, 5, 86-96.
Lalueza, J. L., & Macías-Gómez-Estern, B. (2020). Border crossing. A service-learning approach based on transformative learning and cultural-historical psychology. Culture and Education, 32(3), 556-582. https://doi.org/10.1080/11356405.2020.1792755
Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate peripheral participation. Cambridge University Press.
Leander, K. M., Phillips, N. C., & Taylor, K. H. (2010). The Changing social spaces of learning: Mapping new mobilities. Review of Research in Education, 34, 329-394. https://doi.org/10.3102/0091732X09358129
Macías-Gómez-Estern, B., & Lalueza, J. L. (2024). Navigating I-positionings in higher education Service Learning as hybrid scenarios: a case study. Learning, Culture and Social Interaction, 45, 100805. https://doi.org/10.1016/j.lcsi.2024.100805
Martínez, M. (Ed.) (2008). Aprendizaje servicio y responsabilidad social de las Universidades. MEC y Octaedro.
McMillan, J. (2011) What happens when the university meets the community? Service learning, boundary work and boundary workers, Teaching in Higher Education, 16(5), 553-564. http://dx.doi.org/10.1080/13562517.2011.580839
McMillan, J., Goodman, Y., & Schmid, B. (2016). Illuminating “transaction spaces” in Higher Education: University–community partnerships and brokering as “boundary work”. Journal of Higher Education Outreach and Engagement, 20(3), 8-31. https://openjournals.libs.uga.edu/jheoe/article/download/1291/1288
Mergler, A., Carrington, S. B., Boman, P., Kimber, M. P., & Bland, D. (2017). Exploring the value of service-learning on pre-service teachers. Australian Journal of Teacher Education, 42(6), 69–80. https://doi.org/10.14221/ajte.2017v42n6.5
Meyer, M., & Sporn, B. (2018). Leaving the ivory tower: Universities’ third mission and the search for legitimacy. Zeitschrift für Hochschulentwicklung, 13(2), 41-60. https://doi.org/10.3217/zfhe-13-02/03
Mezirow, J. (2000). Learning as transformation: Critical perspectives on a theory in progress. Jossey-Bass.
Mezirow, J. (2009). An overview on transformative learning. En K. Illeris (Ed.), Contemporary theories of Learning: Learning theorists … in their own words (pp. 90–105). Routledge.
Mitchell, T. (2008). Traditional vs. critical service-learning: Engaging the literature to differentiate two models. Michigan Journal of Community Service Learning, 14(2), 50-65. http://hdl.handle.net/2027/spo.3239521.0014.205
Mtawa, N., & Fongwa, S. (2020). Experiencing service-learning partnership: A human development perspective of community members. Education, Citizenship and Social Justice, 0, 1-16. https://doi.org/10.1177/1746197920971808
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