Más allá del aprendizaje escolar: el rol de la subjetividad en el enfoque de los fondos de identidad

Subero, David; Guitart, Moisés Esteban

doi:10.14201/teri.20955

Cited by 14 publications

(9 citation statements)

References 24 publications

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“…In any case, this conceptualization has important implications when it comes to understanding learning processes, as well as educational practice. The theory underpinning the funds of identity approach assumes that learning requires processes involving the generation of meaning and the construction of identity (Esteban-Guitart, 2019;Subero & Esteban-Guitart, 2020b). After all, learning involves the recognition and participation of learners, in their whole lived experience, and in conjunction with their trajectories, contexts and experiences throughout their lives (Esteban-Guitart, 2018;.…”

Section: The Notion Of Funds Of Identity Origin Scope and Some Limitationsmentioning

confidence: 99%

“…Indeed, it is suggested that the methodological task or activity itself in a given sociocultural practice, for example, by producing an identity artifact in the context of a study or research, is an epistemic activity through which identity narratives are produced that generate symbolic (affective and intellectual) processes that are linked to the recognition of oneself, and of the spaces, activities, and people that one experiences as the most meaningful or relevant (Subero, 2020;Subero & Esteban-Guitart, 2020b).…”

Section: The Notion Of Funds Of Identity Origin Scope and Some Limitationsmentioning

confidence: 99%

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Advancing the funds of identity theory: a critical and unfinished dialogue

Guitart

2021

Mind, Culture, and Activity

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Since the notion of funds of identity was first proposed, a large number of related works have followed, most of which have been reviewed recently by Hogg and Volman (2020). This special issue is a step forward both in the conceptualization of the construct, and in its educational applications. Three developments in particular are considered. The first deals with the directive and prospective nature of funds of identity, linked to the higher psychological processes, such as imagination, agency or creativity. Second, there is the idea of establishing identity work as a curricular subject in itself, and as a vehicle for the critical understanding/transformation of oneself and of one's surrounding reality. Third, the range of methodological resources and educational practices that are used to identify, generate and exploit funds of identity is increasingly. The notion of funds of identity is furthermore reconceptualized in two ways: first as an ongoing, subjective, social and cultural, generative-directive process, grounded in our embodied experience of the world and in social interactions, and second, as symbolic resources that are used to give meaning to oneself and help to project, plan and organize life projects, and a critical understanding of reality.The funds of identity theory emerged within the framework of the funds of knowledge approach (González et al., 2005), and had a three-fold objective. The first was to complement the original unit of analysis (i.e., the learners' households' practices and resources) by taking into account the learners' own voices, as well as the contexts of their lives and activities, and their own particular skills, hobbies and knowledge -independently of whether they are derived from their families' funds of knowledge or from elsewhere.In this sense, it was recognized that funds of knowledge literature, since its beginnings in the 1980s, had perhaps placed too much emphasis on the voices, perspectives and practices of adults (Rios-Aguilar et al., 2011). That is, the funds of knowledge in question derived from the sociocultural practices of the members of a household, such as the professional, religious or community experiences of parents, guardians, grandparents, aunts or uncles, and included knowledge and skills relating to, for example, gardening, construction, domestic economy, and languages used, among other things (see the reviews by Hogg, 2011;. Therefore, it was suggested that the funds of knowledge approach -whose beneficial impacts have been documented in a number of studies Volman & Gilde, 2021;Whyte & Karabon, 2016) -tends to adopt an adult-centric perspective (for a critical analysis, see Oughton, 2010 and Zhang-Yu et al. in this special issue). This was the justification for incorporating the learners' own practices and experiences, regardless of whether or not they coincide with the funds of knowledge that their families accumulate and have at their disposal. This is an especially critical aspect given that identity appears in a child's development as an important C...

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Section: The Notion Of Funds Of Identity Origin Scope and Some Limitationsmentioning

confidence: 99%

Section: The Notion Of Funds Of Identity Origin Scope and Some Limitationsmentioning

confidence: 99%

Advancing the funds of identity theory: a critical and unfinished dialogue

Guitart

2021

Mind, Culture, and Activity

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“…Es importante mencionar que determinadas experiencias educativas permiten movilizar estos fondos de identidad en los estudiantes, siendo del mayor interés favorecer procesos reflexivos que conduzcan a nuevos procesos de subjetivación (Subero y Esteban-Guitart, 2020). En el proceso de subjetivación se involucran la emoción, la imaginación y la creatividad, por lo que la educación orientada a promover dicho proceso favorecerá el sentido y significado en el sujeto educativo.…”

Section: Fondos De Identidad Plasmados En Las Imágenes De Ayotzinapaunclassified

Fondos de Identidad y Justicia Social a través de la Fotovoz “Ayotzinapa: Lugar de Tortugas”

Barriga¹,

Barroso²,

López³

2021

RIEJS

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Se reporta la experiencia de fotovoz, estrategia de fotografía participativa derivada de la investigación acción participativa, con 30 estudiantes y profesores de la Normal Rural de Ayotzinapa, en Guerrero, México. Los participantes plasmaron como colectivo su interpretación de la justicia social y del papel del profesorado rural, que definieron como “pobres que educan pobres”. Las fotografías del entorno circundante, los murales e imágenes-objeto con narrativas de identidad grupal, plasman los fondos geográficos e históricos del contexto rural e indígena donde se forman para la docencia. Desvelaron sus redes de apoyo, la importancia de la familia, los símbolos de identidad enraizados en la cultura mexicana y las prácticas socioculturales vinculadas con un modelo educativo nacionalista basado en el socialismo, la educación pragmática y experiencial. Se da cuenta de su visión crítica del sistema capitalista y del activismo político que los caracteriza. La desaparición forzada de 43 estudiantes de esta escuela en septiembre de 2014 conmocionó al mundo y generó un amplio debate sobre la justicia social. Este hito histórico para la comunidad de Ayotzinapa permea su identidad docente, el sentido de su papel como agentes de cambio social y activistas políticos. Se presenta el sitio web con imágenes y narrativas.

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“…Se trata de un componente básico en la conformación de la propia subjetividad, la cual se lleva a cabo mediante distintos procesos de apropiación discursiva. Esto implica la importancia de trabajar desde los ámbitos educativos en la identificación y construcción de la identidad como sugieren algunos estudios (Subero y Esteban-Guitart, 2020).…”

Section: Discusión Y Conclusionesunclassified

La política evaluativa de formación profesional en España

2021

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Presentamos un estudio de producción educativa de carácter exploratorio en el contexto del sistema de formación profesional de grado superior español. Entendemos como outputs educativos las finalidades propias de la formación profesional consistente en responder a las demandas del mercado laboral y lograr una adecuada inserción sociolaboral de sus egresados. El objetivo es doble. Por un lado, analizamos la influencia de determinados inputs «no escolares» como la «personalidad eficaz» y la «clase social subjetiva». Por otro, comprobamos el grado de congruencia existente entre los distintos modelos evaluativos utilizados en los dos ámbitos en que se desarrollan actualmente estas enseñanzas: el educativo y el laboral. Para ello, utilizamos una muestra no probabilística por conveniencia de 374 estudiantes pertenecientes al segundo curso de distintos ciclos formativos de grado superior situados en centros educativos de la provincia de Barcelona (España). Se les administró un cuestionario informatizado donde se recogían las principales variables explicativas tomadas en consideración. El análisis se basó en un modelo econométrico logit ordenado. Los resultados obtenidos señalan como la «expectativa de éxito», en tanto dimensión del constructo «personalidad eficaz», y la «clase social subjetiva» determinan positivamente los resultados. En segundo lugar, podemos afirmar que no existe relación alguna entre los resultados medidos por las evaluaciones realizadas desde el ámbito educativo y laboral. De este modo, a falta de una mayor reflexión y evidencia científica, es posible que haya que replantear la política evaluativa del sistema de formación profesional dando un paso más hacia su necesaria integración. We present an exploratory education production study in the context of the Spanish higher vocational training system. We consider the educational outputs to be the very purposes of professional training, i.e., responding to the demands of the labour market and achieving adequate social and labour integration for graduates. This article pursues two aims. On the one hand, we analyse the influence of certain "non-school" inputs such as "effective personality" and "subjective social class". On the other hand, we check the degree of congruence among the different assessment models used in the two areas in which these teachings are currently developed: education and labour. To this end, we use a non-probabilistic convenience sample of 374 second-year students from different higher degree training cycles located in educational centres in the province of Barcelona, Spain. The students were administered a computerised questionnaire which included the main explanatory variables taken into consideration. The analysis was based on an ordered econometric logit model. The results obtained indicate that the "expectation of success", as a dimension of the "effective personality" construct, and the "subjective social class" determine the results positively. Furthermore, we can state that there is no relationship among the results measured by the assessments carried out in the areas of education and labour. Thus, in the absence of greater reflection and scientific evidence, the assessment policy of the vocational training system may have to be reconsidered, taking a further step towards a needed integration.

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Más allá del aprendizaje escolar: el rol de la subjetividad en el enfoque de los fondos de identidad

Cited by 14 publications

References 24 publications

Advancing the funds of identity theory: a critical and unfinished dialogue

Advancing the funds of identity theory: a critical and unfinished dialogue

Fondos de Identidad y Justicia Social a través de la Fotovoz “Ayotzinapa: Lugar de Tortugas”

La política evaluativa de formación profesional en España

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