La democracia en los centros educativos españoles:  concepciones de docentes y estudiantes

Guillermina Belavi; Carlos Flores-Sánchez; Claudia Guiral; Yasin Türk

doi:10.12795/revistafuentes.2021.15375

Autores/as

Guillermina Belavi Universidad Autónoma de Madrid https://orcid.org/0000-0002-6471-7583
Carlos Flores-Sánchez https://orcid.org/0000-0003-2885-4916
Claudia Guiral Universidad Autónoma de Madrid https://orcid.org/0000-0002-0894-1804
Yasin Türk Universidad Autónoma de Madrid https://orcid.org/0000-0001-8019-5642

DOI:

https://doi.org/10.12795/revistafuentes.2021.15375

Palabras clave:

concepciones, democracia, educación, escuela, ciudadanía, participación, representación, elitismo

Resumen

Las concepciones de docentes y estudiantes sobre la democracia influyen en las actitudes, las expectativas y las posibilidades de esta forma de gobierno, por ello resulta fundamental conocerlas. El objetivo de esta investigación es describir las concepciones de democracia en el centro educativo que tienen docentes y estudiantes en España. Para ello se realizó una investigación fenomenográfica cuyos participantes fueron 15 profesores y 15 alumnos de centros educativos españoles. Los resultados sugieren tres concepciones sobre la democracia en el centro escolar, aunque con ligeras diferencias entre ambos grupos. En primer lugar, una concepción elitista que reduce la democracia a la libre competencia y elección de centro por parte de las familias, cuyos discursos jerarquizados resultan afines a la filosofía neoliberal. Una representativa que enfatiza el voto como mecanismo de decisión. Las principales diferencias entre docentes y estudiantes se encuentran bajo esta concepción, ya que mientras el profesorado tiende a desestimar el poder real del estudiantado, el alumnado llega a reclamar injerencia en decisiones trascendentales del centro. Finalmente, una concepción participativa que se caracteriza por la horizontalidad y la toma de decisiones consensuada. Promover esta concepción participativa resulta fundamental para fomentar el pensamiento crítico y la intervención de todas las personas en los asuntos comunes, avanzando así hacia sociedades más justas y equitativas.

Descargas

Los datos de descargas todavía no están disponibles.

Citas

Åkerlind, G. S. (2008). A phenomenographic approach to developing academics’ understanding of the nature of teaching and learning. Teaching in Higher Education, 13(6), 633-644. https://doi.org/10.1080/13562510802452350

Arensmeier, C. (2010). The democratic common sense. Young Swedes' understanding of democracy – theoretical features and educational incentives. Young, 18(2), 197-222. https://doi.org/10.1177/110330881001800205

Barber, B. (1984). Strong democracy: participatory politics for a new age. University of California Press.

Barber, B. (1989). Public talk and civic action: education for participation in a strong democracy. Social Education, 53(6), 355-370. https://bit.ly/3psaPeR

Bengtsson, Å. y Christensen, H. (2016). Ideals and actions: Do citizens' patterns of political participation correspond to their conceptions of democracy? Government and Opposition, 51(2), 234-260. https://doi.org/10.1017/gov.2014.29

Biseth, H. (2011). Citizenship education in Scandinavian multicultural schools: a comparative study of students and teachers’ perceptions. Citizenship Teaching and Learning, 7(1), 71-88. http://doi.org/10.1386/ctl.7.1.71_1

Carr, P. R. (2008). Educadores y educación para la democracia: Trascendiendo una democracia «delgada». Revista Interamericana de Educación para la Democracia, 1(2), 146–166. https://bit.ly/3iSSm8N

Carr, P. R. y Thésée, G. (2017). Seeking democracy inside, and outside, of education: re-conceptualizing perceptions and experiences related to democracy and education. Democracy & Education, 25(2), artículo 4. http://bit.ly/3ppZBr6

Carr. P. R., Thésée, G., Zyngier, D. y Porfilio, B. J. (2018). Democracy, political literacy and transformative education (Informe final). Universidad de Québec. https://bit.ly/3ota4kl

Ceka, B. y Magalhães, P. C. (2020). Do the rich and the poor have different conceptions of democracy? Socioeconomic status, inequality, and the political status quo. Comparative Politics, 52(3), 383-412. https://doi.org/10.5129/001041520X15670823829196

Cohen, A. (2016a). Between teachers' perceptions and civic conceptions: lessons from three Israeli civics teachers. Journal of Curriculum Studies, 49(4), 542-560. https://doi.org/10.1080/00220272.2016.1263896

Cohen, A. (2016b). Navigating competing conceptions of civic education: lessons from three Israeli civics classrooms. Oxford Review of Education, 42(4), 391-407. https://doi.org/10.1080/03054985.2016.1194262

Durden, G. (2018). Accounting for the context in phenomenography-variation theory: Evidence of English graduates’ conceptions of price. International Journal of Educational Research, 87, 12-21. https://doi.org/10.1016/j.ijer.2017.11.005

Edling, S. y Liljestrand, J. (2018). Student teachers' task perceptions of democracy in their future profession – a critical discourse analysis of student's course texts. Australian Journal of Teacher Education, 43(7), artículo 5. http://dx.doi.org/10.14221/ajte.2018v43n7.5

Ferreras-Listán, M., Pineda-Alfonso, J. A. y Guichot-Muñoz, E. (2018, 28 de junio–1 de julio). Teachers of secondary school as democracy coaches: study of their conceptions during their initial formation [Ponencia]. ERPA International Congresses on Education 2018, Estambul. https://doi.org/10.1051/shsconf/20184801003

Gandin, y Apple, M. (2002). Thin versus thick democracy in education: Porto Alegre and the creation of alternatives to neo-liberalism. International Studies in Sociology of Education, 12(2), 99-116. http://dx.doi.org/10.1080/09620210200200085

Ginocchio, L., Frisancho, S. y La Rosa, M.I. (2015). Concepciones y creencias docentes sobre la democracia en el colegio. Revista Peruana de Investigación Educativa, 7, 5-29. https://bit.ly/2MfQUBj

González-Ugalde, C. (2014). Investigación Fenomenográfica. Magis, Revista Internacional de Investigación en Educación, 7(14), 141–158. https://doi.org/10.11144/Javeriana.M7-14.INFE

Hahn, C. L. (2015). Teachers’ perceptions of education for democratic citizenship in schools with transnational youth: a comparative study in the UK and Denmark. Research in Comparative and International Education, 10(1), 95-119. https://doi.org/10.1177/1745499914567821

Hung, Y. H. y Perez, N. (2020). Exploration of immigrant in-service and pre-service teachers' conception and practice of citizenship in the United States. Citizenship Teaching & Learning, 15(1), 101-116. https://doi.org/10.1386/ctl_00022_1

Kuş, Z. y Çetin, T. (2014). Perceptions of democracy of primary school students. Educational Sciences: Theory & Practice, 14(2), 786-790. http://doi.org/10.12738/estp.2014.2.1493

Landwehr, C. y Steiner, N. D. (2017). Where democrats disagree: Citizens' normative conceptions of democracy. Political Studies, 65(4), 786-804. https://doi.org/10.1177/0032321717715398

Long, J. (2018). Educational administrators' perspectives of democracy and citizenship education: interviews with educational leaders. Journal of Contemporary Issues in Education, 13(2), 2-20. https://doi.org/10.20355/jcie29349

Marton, F. (1981). Phenomenography—describing conceptions of the world around us. Instructional Science, 10, 177-200. https://bit.ly/2MyA1l6

Marton, F. (1986). Phenomenography: A research approach to investigating different understandings of reality. Journal of Thought, 21(3), 28-49. https://bit.ly/3j6e3Cx

Marton, F. y Booth, S. (1997). Learning and awareness. Mahwah: Lawrence Earlbaum.

Mathé, N. E. H. (2016). Students' understanding of the concept of democracy and implications for teacher education in social studies. Acta Didactica Norge, 10(2), 271-289. https://doi.org/10.5617/adno.2437

Mathé, N. E. H. (2019). PhD revisited: students' perceptions of democracy, politics, and citizenship preparation and implications for social studies education. Nordic Journal of Comparative and International Education (NJCIE), 3(1), 105-115. https://doi.org/10.7577/njcie.3355

Michels, R. (2008). Los partidos políticos: un estudio sociológico de las tendencias oligárquicas de la democracia moderna.

Munck, G. L. (2016). What is democracy? A reconceptualization of the quality of democracy. Democratization, 23(1), 1-26. https://doi.org/10.1080/13510347.2014.918104

Murillo, F. J., e Hidalgo, N. (2018). Las concepciones sobre una evaluación justa de los estudiantes. Un estudio fenomenográfico desde la perspectiva de los docentes. Revista Complutense de Educación, 29(4), 995–1010. https://bit.ly/3ckNisG

Nasirci, H., y Sadik, F. (2018). Investigating primary school teachers’ perception about democracy through metaphor analysis. European Journal of Educational Research, 7(1), 121-132. https://doi.org/10.12973/eu-jer.7.1.121

Orgill, M. (2012). Phenomenography. En N. M. Seed, (Ed.), Encyclopedia of the Sciences of Learning (pp. 2608-2611). Springer.

Quaranta, M. (2020). What makes up democracy? Meanings of democracy and their correlates among adolescents in 38 countries. Acta Política, 55, 515-537. https://doi.org/10.1057/s41269-019-00129-4

Saada, N. (2020). Perceptions of democracy among islamic education teachers in israeli arab high schools. The Journal of Social Studies Research, (en prensa). https://doi.org/10.1016/j.jssr.2020.05.003

Sainz-Linares, Á., Rodríguez-Hoyos, C. y Susinos-Rada, T. (2018). 'I think we are still very directive': teachers' discourses on democratic student participation. British Educational Research Journal, 45(1), 83-98. https://doi.org/10.1002/berj.3488

Schumpeter, J. A. (1988). Capitalismo, socialismo y democracia. Orbis.

Sjöström, B. y Dahlgren, L. O. (2002). Applying phenomenography in nursing research. Journal of Advanced Nursing, 40(3), 339-345. https://bit.ly/3cjcYWz

Sim, J. B. Y., Chua, S. y Krishnasamy, M. (2017). "Riding the citizenship wagon": citizenship conceptions of social studies teachers in Singapore. Teaching and Teacher Education, 63, 92-102. https://doi.org/10.1016/j.tate.2016.12.002

Vidal, R., Raga, L., y Martín, R. (2019). Percepciones sobre la escuela democrática en Argentina y España. Educação e Pesquisa, 45. http://dx.doi.org/10.1590/S1678-4634201945188681

Whestheimer, J. y Kahne, J. (2004). What kind of citizen? The politics of educating for democracy. American Educational Research Journal, 41(2), 237-269. https://doi.org/10.3102/00028312041002237

Zyngier, D. (2011). Rethinking the thinking on democracy in education: What are educators thinking (and doing) about democracy?. Education Sciences, 2(1), 1-21. http://bit.ly/39mEQqO

Zyngier, D. (2013). Democracy will not fall from the sky. The global doing democracy research project: seeking to understand the perspectives, experiences and perceptions of teachers in relation to democracy in education. World Studies in Education, 14(2), 5-23. https://doi.org/10.7459/wse/14.2.02

Zyngier, D.; Traverso, M. D. y Murriello, A. (2015). 'Democracy will not fall from the sky.' A comparative study of teacher education students' perceptions of democracy in two neo-liberal societies: Argentina and Australia. Research in Comparative and International Education, 10(2), 275-299. https://doi.org/10.1177/1745499915571709

Zyngier, D. (2016). What future teachers believe about democracy and why it is important. Teachers and Teaching, 22(7), 782-804. https://doi.org/10.1080/13540602.2016.1185817