Algunos principios de aprendizaje equitativo post-pandemia
Resumen En este artículo se introducen e ilustran seis principios acordes con el aprendizaje equitativo. Dichos principios fueron sugeridos por un grupo de investigadores y profesores durante la primavera del año 2020, reunidos por la Fundación Spencer y el Learning Policy Institute, con el objetivo de orientar al cuerpo docente en relación a una visión propositiva de lo que podríamos llamar “educación post-pandemia”. Los principios son: (1) centrarse en las relaciones; (2) cultivar una cultura de la afirmación y la pertenencia; (3) construir aprendizajes a partir de los intereses de los y las aprendices, y centrarse en el desarrollo integral de los niños y niñas; (4) vincular el conocimiento de estudiantes y familias con el aprendizaje curricular-académico-disciplinar; (5) promover formas creativas de aprendizaje basadas en la investigación; y (6) abordar las necesidades de aprendizaje de los y las docentes. El artículo elabora estos principios a través de tres ejemplos que permiten ilustrar cómo generar y crear ambientes de aprendizaje equitativos post-pandemia.
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Bang, M., Bricker, L., Darling-Hammond, L., Edgerton, A. K., Grossman, P., Gutiérrez, K. D., Ishimaru, A. M., Klevan, S., Lee, C. D., Miyashiro, D., Nasir, N. i. S., Noguera, P. A., Payne, C., Penuel, W. R., Plasencia, S., & Vossoughi, S. (2021). Summer learning and beyond: Opportunities for creating equity. Spencer Foundation and Learning Policy Institute.
Bell, P., Stromholt, S., Neill, T., & Shaw, S. (2017). Making science instruction compelling for all students: Using cultural formative assessment to build on learner interest and experience. http://stemteachingtools.org/pd/sessionc
Cohen, E. G., & Lotan, R. A. (1995). Producing equal-status interaction in the heterogeneous classroom. American Educational Research Journal, 32(1), 99-120. https://doi.org/10.2307/1163215
Espinoza, M. L., Vossoughi, S., Rose, M., & Poza, L. E. (2020). Matters of participation: Notes on the study of dignity and learning. Mind, Culture, and Activity, 27(4), 325-347. https://doi.org/10.1080/10749039.2020.1779304
Esteban-Guitart, M. (2016). Funds of identity: Connecting meaningful learning experiences in and out of school. Cambridge University Press. https://doi.org/10.1017/CBO9781316544884
Esteban-Guitart, M., Coll, C., & Penuel, W. R. (2018). Learning across settings and time in a digital age. Digital Education Review, 33, 1-16.
Farrell, C. C., Penuel, W. R., Coburn, C. E., Daniel, J., & Steup, L. (2021). Research-practice partnerships today: The state of the field. National Center for Research in Policy and Practice.
Fidalgo-Blanco, Á., Sein-Echaluce, M. L., & García-Peñalvo, F. J. (2020). Hybrid flipped classroom: Adaptation to the COVID situation. In F. J. García-Peñalvo & A. García-Holgado (Eds.), TEEM ’20: Eighth International Conference on Technological Ecosystems for Enhancing Multiculturality (pp. 405-409). Association for Computing Machinery. https://doi.org/10.1145/3434780.3436691
Fricker, M. (2007). Epistemic injustice: Power and the ethics of knowing. Oxford University Press. https://doi.org/10.1093/acprof:oso/9780198237907.001.0001
Gee, J. P., & Esteban-Guitart, M. (2019). Designing for deep learning in the context of digital and social media. Comunicar, 58, 9-18. https://doi.org/10.3916/C58.2019-01
Knopik, T., & Oszwa, U. (2021). La resolución de problemas e-Cooperativo como estrategia para el aprendizaje de las matemáticas durante la pandemia de la COVID-19. Education and the Knowledge Society, 22, e25176. https://doi.org/10.14201/eks.25176
Ladson-Billings, G. (2006). From the achievement gap to the education debt: Understanding achievement in U.S. schools. Educational Researcher, 35(7), 3-12. https://doi.org/10.3102/0013189X035007003
Learning in Places. (2022). About the project. http://learninginplaces.org/about/
Penuel, W. R., Bell, P., Neill, T., Shaw, S., Hopkins, M., & Farrell, C. C. (2018). Building a Networked Improvement Community to promote equitable, coherent systems of science education. AASA Journal of Scholarship and Practice, 15(1), 30-38.
Potvin, A. S., Teeters, L., & Penuel, W. R. (2021). Designing for compassion in schools: A humanizing approach to co-design. In E. de Vries, Y. Hod, & J. Ahn (Eds.), Proceedings of the International Society of the Learning Sciences Annual Meeting (pp. 131-138). International Society of the Learning Sciences.
Roy, A. (2020). Azadi: Freedom. Fascism. Fiction. Haymarket Press.
Verhoeven, M., Polman, J. L., Zijlstra, B. J. H., & Volman, M. (2021). Creating space for agency: a conceptual framework to understand and study adolescents' school engagement from a Funds of Identity perspective. Mind, Culture, and Activity, 28(2), 125-137. https://doi.org/10.1080/10749039.2021.1908363
Bell, P., Stromholt, S., Neill, T., & Shaw, S. (2017). Making science instruction compelling for all students: Using cultural formative assessment to build on learner interest and experience. http://stemteachingtools.org/pd/sessionc
Cohen, E. G., & Lotan, R. A. (1995). Producing equal-status interaction in the heterogeneous classroom. American Educational Research Journal, 32(1), 99-120. https://doi.org/10.2307/1163215
Espinoza, M. L., Vossoughi, S., Rose, M., & Poza, L. E. (2020). Matters of participation: Notes on the study of dignity and learning. Mind, Culture, and Activity, 27(4), 325-347. https://doi.org/10.1080/10749039.2020.1779304
Esteban-Guitart, M. (2016). Funds of identity: Connecting meaningful learning experiences in and out of school. Cambridge University Press. https://doi.org/10.1017/CBO9781316544884
Esteban-Guitart, M., Coll, C., & Penuel, W. R. (2018). Learning across settings and time in a digital age. Digital Education Review, 33, 1-16.
Farrell, C. C., Penuel, W. R., Coburn, C. E., Daniel, J., & Steup, L. (2021). Research-practice partnerships today: The state of the field. National Center for Research in Policy and Practice.
Fidalgo-Blanco, Á., Sein-Echaluce, M. L., & García-Peñalvo, F. J. (2020). Hybrid flipped classroom: Adaptation to the COVID situation. In F. J. García-Peñalvo & A. García-Holgado (Eds.), TEEM ’20: Eighth International Conference on Technological Ecosystems for Enhancing Multiculturality (pp. 405-409). Association for Computing Machinery. https://doi.org/10.1145/3434780.3436691
Fricker, M. (2007). Epistemic injustice: Power and the ethics of knowing. Oxford University Press. https://doi.org/10.1093/acprof:oso/9780198237907.001.0001
Gee, J. P., & Esteban-Guitart, M. (2019). Designing for deep learning in the context of digital and social media. Comunicar, 58, 9-18. https://doi.org/10.3916/C58.2019-01
Knopik, T., & Oszwa, U. (2021). La resolución de problemas e-Cooperativo como estrategia para el aprendizaje de las matemáticas durante la pandemia de la COVID-19. Education and the Knowledge Society, 22, e25176. https://doi.org/10.14201/eks.25176
Ladson-Billings, G. (2006). From the achievement gap to the education debt: Understanding achievement in U.S. schools. Educational Researcher, 35(7), 3-12. https://doi.org/10.3102/0013189X035007003
Learning in Places. (2022). About the project. http://learninginplaces.org/about/
Penuel, W. R., Bell, P., Neill, T., Shaw, S., Hopkins, M., & Farrell, C. C. (2018). Building a Networked Improvement Community to promote equitable, coherent systems of science education. AASA Journal of Scholarship and Practice, 15(1), 30-38.
Potvin, A. S., Teeters, L., & Penuel, W. R. (2021). Designing for compassion in schools: A humanizing approach to co-design. In E. de Vries, Y. Hod, & J. Ahn (Eds.), Proceedings of the International Society of the Learning Sciences Annual Meeting (pp. 131-138). International Society of the Learning Sciences.
Roy, A. (2020). Azadi: Freedom. Fascism. Fiction. Haymarket Press.
Verhoeven, M., Polman, J. L., Zijlstra, B. J. H., & Volman, M. (2021). Creating space for agency: a conceptual framework to understand and study adolescents' school engagement from a Funds of Identity perspective. Mind, Culture, and Activity, 28(2), 125-137. https://doi.org/10.1080/10749039.2021.1908363
Penuel, W. R. (2022). Algunos principios de aprendizaje equitativo post-pandemia. Education in the Knowledge Society (EKS), 23, e27567. https://doi.org/10.14201/eks.27567
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