Maestras y maestros como intelectuales del sistema educativo
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Rev. de Inv. Educ.
Abstract
En este artículo se analiza aspectos importantes que estructuran las mentalidades de división entre la actividad intelectual y no intelectual, concibiendo a las maestras y maestros como operadores y técnicos que ponen en práctica lo pensado por el grupo de intelectuales. En el desarrollo se aborda algunos factores que influyen en la reducida capacidad de escribir, como los métodos de lecto-escritura, el enfoque disciplinarizado de las materias o unidades de formación y la estructura administrativa y de gestión educativa implementada desde el gobierno central, fortalecedor de la división tradicional entre los intelectuales y las maestras, maestros operadores y técnicos. En este sentido, el modelo sociocomunitario productivo concibe el nuevo rol de las/los maestras/os como intelectuales de la educación y a las Escuelas Superiores de Formación de Maestros (ESFM) como espacios de construcción de la pedagogía descolonizadora y, por tanto, de una pedagogía de la escritura crítica transformadora, en la medida en que reescribamos la historia de los pueblos y naciones, la historia de la educación y nuestra propia pedagogía.
This article analyzes important aspects that structure the mentalities of división between intellectual and non-intellectual activity; it interpreta teachers as operators and technicians who execute the ideas of a group of intellectuals. In the development, it approaches some factors that influence the reduced capacity to write, such as the methods of lecto-writing, the disciplinarían approach of the subjects or educational unlts and the adininistrative structure and education management directed by the central government, strengthener of the traditional división between the intellectuals and the teachers, operating and technical teachers. In thls sense, the productive socio- communltarian model foresees the new role of teachers as intellectuals in education, and the Superior Schools of Teacher Formation as spaces of construction of the decolonizing pedagogy and, therefore, as a pedagogy of the transformative critical writing in relation the re-writing of the history of the towns and nations, the history of the education and our own pedagogy.
This article analyzes important aspects that structure the mentalities of división between intellectual and non-intellectual activity; it interpreta teachers as operators and technicians who execute the ideas of a group of intellectuals. In the development, it approaches some factors that influence the reduced capacity to write, such as the methods of lecto-writing, the disciplinarían approach of the subjects or educational unlts and the adininistrative structure and education management directed by the central government, strengthener of the traditional división between the intellectuals and the teachers, operating and technical teachers. In thls sense, the productive socio- communltarian model foresees the new role of teachers as intellectuals in education, and the Superior Schools of Teacher Formation as spaces of construction of the decolonizing pedagogy and, therefore, as a pedagogy of the transformative critical writing in relation the re-writing of the history of the towns and nations, the history of the education and our own pedagogy.
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Vol. 5, No. 1