Educación informal, vida cotidiana y aprendizaje tácito
Resumen Este artículo propone una revisión del concepto de educación informal, conectándolo con los contextos de actividad y aprendizaje que se dan en la vida cotidiana, y con el tipo de cuestiones a explicar que no aparecen de manera clara en la educación formal. Estas incluyen, entre otras, predisposiciones para comportarse en situaciones sociales, formas y tipos de decisiones, pertenencia y participación en comunidades, evolución de la identidad personal.Se ha realizado una indagación bibliográfica y conceptual, en especial de autores que han explorado formas de aprendizaje poco consideradas en teoría de la educación, así como de los conceptos asociados de aprendizaje implícito, tácito, y de la idea de contextos de aprendizaje. Como resultado se propone una nueva clasificación de las formas de educación informal, así como las ventajas y problemas asociados a un enfoque basado en contextos de aprendizaje.
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Ariès, P. (1986) Pour une histoire de la vie privée, en Ariès, P. y Duby, G. (eds.) Histoire de la vie privée, vol. iii. Paris, Seuil, 7-19.
Bargh, J. A. (2017) Before you Know it. The unconscious reasons we do what we do. New York, Touchstone.
Bekerman, Z.; Burbules, N. y Silberman-Keller, D. (2006, eds.) Learning in places. The Informal Education Reader. New York, Peter Lang.
Bennet, T. y Watson, D. (2002) Understanding everyday life. Open University Press.
Bernstein, B. (1999) Vertical and Horizontal Discourse: an essay. British Journal of Sociology of Education, 20, 2, 157-173. - https://doi.org/10.1080/01425699995380
Bourdieu, P. (1980) Le sens pratique. Paris, Minuit.
Bronkhorst, L. H. y Akkerman, S. F. (2016) At the boundary of school: Continuity and discontinuity in learning across contexts. Educational Research Review, 19, November 2016, 18-35. - https://doi.org/10.1016/j.edurev.2016.04.001
Coll, C. (2013) La educación formal en la nueva ecología del aprendizaje: tendencias, retos y agenda de investigación. En Rodríguez Illera, J. L. (comp.) Educación y aprendizaje en la sociedad digital. Barcelona, Universitat de Barcelona, 156-170.
Collins, H. (2010) Tacit and Explicit Knowledge. Chicago, University of Chicago Press. - https://doi.org/10.7208/chicago/9780226113821.001.0001
Cuadrado Esclapez, T. (2017) La ense-anza que no se ve. Educación informal en el siglo xxi. Madrid, Narcea.
De Certeau, M. (1980) L'invention du quotidien. 1. Arts de faire. Paris, Gallimard, 1990.
Dejours, C. (1993) Intelligence pratique et sagesse pratique. Éducation permanente, 116, 47-70.
Delbos, G. y Jorion, P. (1984) La transmission des savoirs. Paris, Maison des Sciences de l'homme.
Erstad, O.; Kumpulainen, K.; Mäkitalo, Å.; Schrøder, K. C.; Pruulmann-Vengerfeldt, P. y Jóhannsdóttir, T. (eds.) (2016) Learning across contexts in the knowledge society. Rotterdam, nl: Sense Publishers. - https://doi.org/10.1007/978-94-6300-414-5
Faure, S. (2000) Apprende par corps. Paris, La Dispute.
Förster, J.; Liberman, N. y Friedman, R. S. (2009) What Do We Prime? On Distinguishing Between Semantic Priming, Procedural Priming, and Goal Priming. En Morsella, E. et al. (eds.) Oxford Handbook of Human Action, 173-195.
García Carrasco, J. (2015) La Teoría de la Educación y los mecanismos neuronales de la empatía. Deliberación sobre el escenario informal de educación. Temps d'Educació, 49, 23-47.
Gascoigne, N. y Thornton, T. (2013) Tacit Knowledge. Durham (uk), Acumen Publishing.
Goffman, E. (1959) La presentación de la persona en la vida cotidiana. Buenos Aires, Amorrortu.
Hager, P. (2012) Informal learning: everyday living. En The Routledge international handbook of learning. Oxon, Rouhagtledge, 207-215.
Hager, P. y Halliday, J. (2009) Recovering Informal Learning. Dordrecht, Springer.
Highmore, B. (2002) Everyday Life and Cultural Theory. London, Routledge. - https://doi.org/10.4324/9780203464229
Illeris, K. (2006) How We Learn: Learning and Non-Learning in School and Beyond. London, Routledge.
Jarvis, P. y Watts, M. (eds.) (2012) The Routledge international handbook of learning. Oxon, Routledge.
Kahneman, D. (2011) Thinking, Fast and Slow. London, Penguin Books.
Kozulin, A. et al. (eds.) (2003) Vygotsky's educational theory in cultural context. New York, Cambridge University Press. - https://doi.org/10.1017/CBO9780511840975
Lave, J. (1988) Cognition in Practice; mind, mathematics and culture in everyday life. Cambridge, Cambridge University Press. [ver. cast. La cognición en la práctica. Barcelona, Paidós]. - https://doi.org/10.1017/CBO9780511609268
Lave, J. y Wenger, E. (1991) Situated learning: Legitimate peripheral participation. Cambridge, Cambridge University Press. - https://doi.org/10.1017/CBO9780511815355
Lefebvre, H. (1987) The Everyday and Everydayness. Yale French Studies, 73, 7-11. - https://doi.org/10.2307/2930193
Le Clus, M. A. (2011) Informal learning in the workplace: A review of the literature. Australian Journal of Adult Learning, 51 (2), 355-373.
Livingstone, D. W. (2006) Informal Learning: Conceptual Distinctions and Preliminary Findings. En Bekerman et al. (eds.) Learning in places. The Informal Education Reader. New York, Peter Lang, 203-228.
Maclean, R. y Wilson, D. (eds.) (2009) International Handbook on Education for the changing World of Work. New York, Springer. - https://doi.org/10.1007/978-1-4020-5281-1
Marsick, V. y Watkins, K. (1990) Informal and incidental learning in the workplace. London, Routledge.
Molas Castells, N. y Rodríguez Illera, J. L. (2018) Activity and learning contexts in educational transmedia. Digital Education Review, 33.
Morsella, E.; Bargh, J. A. y Gollwitzer, P. M. (eds.) (2009) Oxford Handbook of Human Action. Oxford, Oxford University Press.
Moss, G. (2001) On Literacy and the Social Organisation of Knowledge Inside and Outside School. Language and Education, 15, 2-3, 146-161. - https://doi.org/10.1080/09500780108666807
Polanyi, M. (1958) Personal Knowledge: Towards a Post-Critical Philosophy. Chicago, University of Chicago Press, 1974.
Polanyi, M. (1966) Tacit Dimension. Gloucester, Peter Smith, 1983.
Popovic, K. (2012) Self-directed learning. En The Routledge international handbook of learning. Oxon, Routledge, 216-227.
Pozo, J. I. (2014) Psicología del aprendizaje humano. Madrid, Morata.
Reber, A. S. (1992) Personal knowledge and the cognitive unconscious. Polanyiana, 3, 97-115.
Reber, A. S. (1993) Implicit Learning and Tacit Knowledge. An Essay on the Cognitive Unconscious. New York, Oxford University Press.
Rivière, C. (1996) Pour une théorie du quotidien ritualisé. En La Ritualisation du quotidien, Ethnologie française, 26, 229-238.
Rodríguez Illera, J. L. (2015) Los contextos y sus aprendizajes. Temps d'Educació, 48, 287-304.
Rodríguez Illera, J. L. y Kaechele, M. (2009) Digital Literacy and Activity Systems in Adolescents, en Zajda, J. y Gibbs, D. (eds.) Comparative Information Technology Languages, Societies and the Internet. New York, Springer Verlag, 89-102. - https://doi.org/10.1007/978-1-4020-9426-2_7
Saitó, T. (2011) Beautiful Fighting Girl. Minneapolis, University of Minnesota Press.
Schugurensky, D. (2006) «This Is Our School of Citizenship»: Informal Learning in Local Democracy. En Bekerman et al. (eds.) Learning in places. The Informal Education Reader. New York, Peter Lang, 163-182.
Sheringam, M. (2006) Everyday Life. Theories and Practices from Surrealism to the Present. Oxford, Oxford University Press.
Trilla, J. (1986) La educación informal. Barcelona, ppu.
Vadeboncoeur, J. (2006) Engaging Young People: Learning in Informal Contexts, en Green, J. y Luke, A. (eds.) Rethinking Learning: What Counts as Learning and What Learning Counts. Washington dc, aera, 239-278.
Vadeboncoeur, J. (ed.) (2014) Learning in and across contexts. Reimagining Education. New York, Teachers College University of Columbia.
Wolf, M. (1982) Sociologías de la vida cotidiana. Madrid, Cátedra.
Bargh, J. A. (2017) Before you Know it. The unconscious reasons we do what we do. New York, Touchstone.
Bekerman, Z.; Burbules, N. y Silberman-Keller, D. (2006, eds.) Learning in places. The Informal Education Reader. New York, Peter Lang.
Bennet, T. y Watson, D. (2002) Understanding everyday life. Open University Press.
Bernstein, B. (1999) Vertical and Horizontal Discourse: an essay. British Journal of Sociology of Education, 20, 2, 157-173. - https://doi.org/10.1080/01425699995380
Bourdieu, P. (1980) Le sens pratique. Paris, Minuit.
Bronkhorst, L. H. y Akkerman, S. F. (2016) At the boundary of school: Continuity and discontinuity in learning across contexts. Educational Research Review, 19, November 2016, 18-35. - https://doi.org/10.1016/j.edurev.2016.04.001
Coll, C. (2013) La educación formal en la nueva ecología del aprendizaje: tendencias, retos y agenda de investigación. En Rodríguez Illera, J. L. (comp.) Educación y aprendizaje en la sociedad digital. Barcelona, Universitat de Barcelona, 156-170.
Collins, H. (2010) Tacit and Explicit Knowledge. Chicago, University of Chicago Press. - https://doi.org/10.7208/chicago/9780226113821.001.0001
Cuadrado Esclapez, T. (2017) La ense-anza que no se ve. Educación informal en el siglo xxi. Madrid, Narcea.
De Certeau, M. (1980) L'invention du quotidien. 1. Arts de faire. Paris, Gallimard, 1990.
Dejours, C. (1993) Intelligence pratique et sagesse pratique. Éducation permanente, 116, 47-70.
Delbos, G. y Jorion, P. (1984) La transmission des savoirs. Paris, Maison des Sciences de l'homme.
Erstad, O.; Kumpulainen, K.; Mäkitalo, Å.; Schrøder, K. C.; Pruulmann-Vengerfeldt, P. y Jóhannsdóttir, T. (eds.) (2016) Learning across contexts in the knowledge society. Rotterdam, nl: Sense Publishers. - https://doi.org/10.1007/978-94-6300-414-5
Faure, S. (2000) Apprende par corps. Paris, La Dispute.
Förster, J.; Liberman, N. y Friedman, R. S. (2009) What Do We Prime? On Distinguishing Between Semantic Priming, Procedural Priming, and Goal Priming. En Morsella, E. et al. (eds.) Oxford Handbook of Human Action, 173-195.
García Carrasco, J. (2015) La Teoría de la Educación y los mecanismos neuronales de la empatía. Deliberación sobre el escenario informal de educación. Temps d'Educació, 49, 23-47.
Gascoigne, N. y Thornton, T. (2013) Tacit Knowledge. Durham (uk), Acumen Publishing.
Goffman, E. (1959) La presentación de la persona en la vida cotidiana. Buenos Aires, Amorrortu.
Hager, P. (2012) Informal learning: everyday living. En The Routledge international handbook of learning. Oxon, Rouhagtledge, 207-215.
Hager, P. y Halliday, J. (2009) Recovering Informal Learning. Dordrecht, Springer.
Highmore, B. (2002) Everyday Life and Cultural Theory. London, Routledge. - https://doi.org/10.4324/9780203464229
Illeris, K. (2006) How We Learn: Learning and Non-Learning in School and Beyond. London, Routledge.
Jarvis, P. y Watts, M. (eds.) (2012) The Routledge international handbook of learning. Oxon, Routledge.
Kahneman, D. (2011) Thinking, Fast and Slow. London, Penguin Books.
Kozulin, A. et al. (eds.) (2003) Vygotsky's educational theory in cultural context. New York, Cambridge University Press. - https://doi.org/10.1017/CBO9780511840975
Lave, J. (1988) Cognition in Practice; mind, mathematics and culture in everyday life. Cambridge, Cambridge University Press. [ver. cast. La cognición en la práctica. Barcelona, Paidós]. - https://doi.org/10.1017/CBO9780511609268
Lave, J. y Wenger, E. (1991) Situated learning: Legitimate peripheral participation. Cambridge, Cambridge University Press. - https://doi.org/10.1017/CBO9780511815355
Lefebvre, H. (1987) The Everyday and Everydayness. Yale French Studies, 73, 7-11. - https://doi.org/10.2307/2930193
Le Clus, M. A. (2011) Informal learning in the workplace: A review of the literature. Australian Journal of Adult Learning, 51 (2), 355-373.
Livingstone, D. W. (2006) Informal Learning: Conceptual Distinctions and Preliminary Findings. En Bekerman et al. (eds.) Learning in places. The Informal Education Reader. New York, Peter Lang, 203-228.
Maclean, R. y Wilson, D. (eds.) (2009) International Handbook on Education for the changing World of Work. New York, Springer. - https://doi.org/10.1007/978-1-4020-5281-1
Marsick, V. y Watkins, K. (1990) Informal and incidental learning in the workplace. London, Routledge.
Molas Castells, N. y Rodríguez Illera, J. L. (2018) Activity and learning contexts in educational transmedia. Digital Education Review, 33.
Morsella, E.; Bargh, J. A. y Gollwitzer, P. M. (eds.) (2009) Oxford Handbook of Human Action. Oxford, Oxford University Press.
Moss, G. (2001) On Literacy and the Social Organisation of Knowledge Inside and Outside School. Language and Education, 15, 2-3, 146-161. - https://doi.org/10.1080/09500780108666807
Polanyi, M. (1958) Personal Knowledge: Towards a Post-Critical Philosophy. Chicago, University of Chicago Press, 1974.
Polanyi, M. (1966) Tacit Dimension. Gloucester, Peter Smith, 1983.
Popovic, K. (2012) Self-directed learning. En The Routledge international handbook of learning. Oxon, Routledge, 216-227.
Pozo, J. I. (2014) Psicología del aprendizaje humano. Madrid, Morata.
Reber, A. S. (1992) Personal knowledge and the cognitive unconscious. Polanyiana, 3, 97-115.
Reber, A. S. (1993) Implicit Learning and Tacit Knowledge. An Essay on the Cognitive Unconscious. New York, Oxford University Press.
Rivière, C. (1996) Pour une théorie du quotidien ritualisé. En La Ritualisation du quotidien, Ethnologie française, 26, 229-238.
Rodríguez Illera, J. L. (2015) Los contextos y sus aprendizajes. Temps d'Educació, 48, 287-304.
Rodríguez Illera, J. L. y Kaechele, M. (2009) Digital Literacy and Activity Systems in Adolescents, en Zajda, J. y Gibbs, D. (eds.) Comparative Information Technology Languages, Societies and the Internet. New York, Springer Verlag, 89-102. - https://doi.org/10.1007/978-1-4020-9426-2_7
Saitó, T. (2011) Beautiful Fighting Girl. Minneapolis, University of Minnesota Press.
Schugurensky, D. (2006) «This Is Our School of Citizenship»: Informal Learning in Local Democracy. En Bekerman et al. (eds.) Learning in places. The Informal Education Reader. New York, Peter Lang, 163-182.
Sheringam, M. (2006) Everyday Life. Theories and Practices from Surrealism to the Present. Oxford, Oxford University Press.
Trilla, J. (1986) La educación informal. Barcelona, ppu.
Vadeboncoeur, J. (2006) Engaging Young People: Learning in Informal Contexts, en Green, J. y Luke, A. (eds.) Rethinking Learning: What Counts as Learning and What Learning Counts. Washington dc, aera, 239-278.
Vadeboncoeur, J. (ed.) (2014) Learning in and across contexts. Reimagining Education. New York, Teachers College University of Columbia.
Wolf, M. (1982) Sociologías de la vida cotidiana. Madrid, Cátedra.
Rodríguez Illera, J. L. (2018). Educación informal, vida cotidiana y aprendizaje tácito. Teoría De La Educación. Revista Interuniversitaria, 30(1), 259–272. https://doi.org/10.14201/teoredu301259272
Artículos más leídos del mismo autor/a
- José Luis Rodríguez Illera, Por un análisis semiotico del curriculum , Teoría de la Educación. Revista Interuniversitaria: Vol. 2 (1987)
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