Posicionamiento identitario en contextos de implementación de agendas educativas en Chile. El caso de los profesores de Historia y la reforma de la asignatura en el currículo escolar

DOI:

https://doi.org/10.19137/praxiseducativa-2024-280118

Palabras clave:

Reforma de la educación; identidad; docente de secundaria; investigación pedagógica; entrevista cualitativa

Resumen

Antes que irrumpieran las movilizaciones sociales de Octubre/2019 se modificó el currículo chileno de educación secundaria. La reforma implicó transformaciones en la asignatura de Historia. La literatura sostiene que los cambios curriculares impactan las prácticas pedagógicas, a los profesores y a las identidades docentes. La investigación explora el posicionamiento identitario que asumen cuatro profesores de historia ante las transformaciones curriculares de su asignatura. Los resultados de la investigación cualitativa dan cuenta de la identidad docente declarada durante la aplicación inicial de la reforma curricular; perfila un discurso de posicionamiento que rechaza los supuestos ideológicos del cambio curricular y devela un posicionamiento identitario que (re)sitúa las dimensiones más relevantes de la identidad docente construida por los profesores. De paso evidencia la posición crítica ante una reforma curricular que imponen un nuevo orden al estatuto profesional docente, expresado en el debilitamiento del ejercicio de la autonomía de los profesores de la historia.

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Infografía con presentación del tema, metodología y aportes del artículo

Publicado

2024-01-05

Cómo citar

Guzmán Palacios, L. A. (2024). Posicionamiento identitario en contextos de implementación de agendas educativas en Chile. El caso de los profesores de Historia y la reforma de la asignatura en el currículo escolar. Praxis Educativa, 28(1), 1–21. https://doi.org/10.19137/praxiseducativa-2024-280118

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