Publication: La educación, polifonía de discursos-voces
Authors
Soler Costa, Rebeca
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Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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DOI
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info:eu-repo/semantics/article
Description
Abstract
La educación es un campo de estudio atravesado por multitud
de discursos que, a pesar de su diferente inspiración
epistemológica, teórica y metodológica, están inevitablemente
llamados a complementarse para poder responder,
lo mejor posible, a la intrínseca complejidad de su objeto
de estudio. Estos discursos educativos tienen su plasmación
fedataria en las particulares voces que los investigadores o
aquellos otros profesionales que reflexionan sobre su propia
práctica docente construyen para desvelar los secretos de la
vida del aula y enriquecer progresivamente el conocimiento
pedagógico. Este integra una compleja polifonía de discursos-
voces que, entre otras contribuciones, están llamados a
fundamentar y guiar la formación del profesorado.
Education is a field of study crossed by a multitude of speeches that, despite their different epistemological, theoretical and methodological inspiration are inevitably destined to be complemented in order to best respond to the intrinsic complexity of its object of study. These education discourses have their witness expression in the individual voices that researchers or other professionals who rethink about their own teaching practice build to unlock the classroom life secrets and enrich progressively the pedagogical knowledge. This integrates a complex polyphony of discourses-voices which, among other contributions, are called to support and guide the teacher training.
Education is a field of study crossed by a multitude of speeches that, despite their different epistemological, theoretical and methodological inspiration are inevitably destined to be complemented in order to best respond to the intrinsic complexity of its object of study. These education discourses have their witness expression in the individual voices that researchers or other professionals who rethink about their own teaching practice build to unlock the classroom life secrets and enrich progressively the pedagogical knowledge. This integrates a complex polyphony of discourses-voices which, among other contributions, are called to support and guide the teacher training.
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Citation
Revista interuniversitaria de formación del profesorado, V. 26, N. 75 (3), 2012
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