Irakasleen arteko harreman pedagogikoak eskola testuinguruan: Derrigorrezko Bigarren Hezkuntzako ikastegi baten kasu analisia
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Autoría:
Esti Amenabarro Iraola
Director/a:
Idoia Fernandez Fernandez, Fco. Javier Monzon Gonzalez, Nere Amenabar Perurena
Universidad:
Universidad del País Vasco
Facultad:
Facultad de Educación, Filosofía y Antropología (HEFA)
Departamento:
Didáctica y Organización Escolar
Área:
Pedagogía
Año:
2021
|Ondorengo orriotan aurkezten dugun doktorego-tesi honetan jasotzen den ikerketa kasu azterketa bat da. Gipuzkoako hiriburuan kokatuta dagoen Derrigorrezko Bigarren Hezkuntzako Institutu batean kokatua.
Tesi honek, irakaslea, hezkuntza egitasmo ororen ukaezinezko protagonistetako bat beste ertz batetik begiratu nahi du. Nahi horretatik sortzen da ikerketa hau, eskolan irakasleen arteko harremanak eta haiek aurkezten dituzten aldaera zein dimentsio desberdinak aztertzeko etnografia baliatu da. Honela, irakasleek haien esperientzia, bizipen eta igurikapenak askatasunez agertzeko irudia oinarri duten narratibak eraiki dira, modu honetara irakaslearen, ideiak, pentsamenduak, sentimenduak, eta abar jaso ahal izan direlarik.
Oinarri horretatik abiatuta tesi honetan irakasleen arteko harreman pedagogikoen garrantzia azpimarratu nahi da, gaur egungo gizarte errealitate aldakor, ez egonkor eta ziur gabekoan, hezitzea bera zeregin konplexua da eta irakasleen artean eraikitzen diren harremanek prozesu hori erraztu edo kontrara kaltetu dezakete.
Harremanak bi pertsona edo gehiagoren artean eraikitzen diren binkuluak direla esango dugu eta horien nolakotasunak eskola egitasmo osoa goitik behera antzaldatzen dute, aukera berrien aurrean kokatuz, berrikuntza edota eskola aldaketari dagokionean; edota, erresistentzia eta galga efektua eraginez, harreman dinamika negatiboak direnean. Hauek modu batekoak hala bestekoak izan ongizatea eragin dezakete eskolan edo ez. Harremanek, negatiboak izan edo positiboak, kutsatzeko ahalmena dute. Ikusezinak irudi duten arren eskolako dinamika osoa baldintzatzen dute.
Irakasleak haien arteko harremanen inguruan elkarrizketan jarri ditugu lan honetan. Hau burutzeko baliatu dugun erreferentzia markoa kualitatiboa izan da, hezkuntza praktika zehatz baten analisia egin nahi izan dugu, irakasleen praktika eta esperientziak lehenetsiz.
Hori jasotzeko berriz, erdi egituratutako elkarrizketak eta irudi zein argazkiak (foto elizitazioa) baliatu ditugu, ondoren, lan honen muin diren narratiba eta errelatoak eraiki elkarrizketaren bitartez.
Datuok aztertuta irakasleen arteko harremanak duten garrantzia berresteko moduan gara. Harremanek irakaslearen eguneroko praktika antzaldatzeko gaitasuna dute, moldatu egiten dute praktika hori. Modu berean, harremanek denbora eta espazio oso zehatzetan forma desberdinak hartzen dituzte. Biak, espazioa zein denbora, eremu sinboliko oso aberatsak dira eta bertan gertatzen diren esperientzia partikular zein kolektiboek irakasle identitatean eragina dute.
Ondorioa berriz, nabarmena da: Derrigorrezko Bigarren Hezkuntza aldian lan eta bizi diren irakasleen harremanak aztertzea urgentziazko da, batez ere, eskola aldaketa eta berrikuntza gertatzeko ezinbestekoa delako. Irakaslearen ongizatea harreman horien ezaugarrien araberakoa da; are gehiago, bestelako jendarte eredu bat sortzeko bidean (pedagogia kritikoaren norabidean) harremanak zaindu eta bestelako harreman ereduak sustatzea ezinbestekoa suertatzen da. Pertsonak, bizitzak eta gorputza(k) erdigunean jarrita, generoa, arraza eta klasea bezalako mugapenak gaindituta.
Zazpi atalek osatzen dute ikerlana. Eman ditzagun labur-labur bakoitzaren zertzelada batzuk:
Lehen atalak ikerketa objektuaren garrantzia eta helburuak zehatzen du, honela ikuspegi etnografikoa duen lan bat dela kontuan hartuta lan hau burutzeko unean motibazio eta gertaera zehatzak aurkeztuko dira. Bigarren atalak berriz, ikerketaren marko teorikoa osatzen du, bertan irakasleen arteko harremanak aztertu dira, irakaslea etengabe bere burua berrasmatu behar duen profesionala den neurrian, gaur egungo munduan irakaslea izateak dituen inplikazioetan sakonduz. Modu berean, irakaslearen posizioa uneotan hezkuntza sisteman aztertu da eta bertan irakasle agentzia terminoa arakatu dugu, gure ustetan gaur irakasle izateko unean ekarpen teoriko interesgarria eskaintzen duelakoan. Eskola askotariko harremanak gertatzen diren espazioa eta denbora da, horiek zaintzea eta besteThe research we are presenting in the following doctoral thesis is a case study. It was carried out at a secondary school in the capital of Gipuzkoa (Donostia/San Sebastian).
This thesis focuses on the teacher, one of the main characters of any educational endeavour, from another perspective. The research arises from this wish; it roots from an ethnographic study that gathers various dimensions and shapes in which relationships among teachers occur. This has created narratives that are based on teachers’ experiences and expectations, and it has enabled the collection of their ideas, feelings, thoughts...
Parting from this foundation, in this thesis we wish to underline the importance of pedagogical relations among teachers. I in this changing, non-stable and uncertain reality, education is a complex task and it is a process, that could be facilitated or harmed, depending on the relationships teachers weave.
We will define relations as links -that are built- between two or more people and the nature of those links might entirely transform a school project; open doors to new opportunities for innovation, or close them when we find negative relations that may cause a ballast or resistance. The type of relations will define the quality of the well-being at school, even if sometimes they seem to be invisible, these negative and positive relations are contagious and could consequently constrain any school dynamics.
We were able to engage teachers into discussion about the kind of relations they had experienced. To this end, we used a qualitative frame of reference; we wanted to analyse a concrete educational practice by prioritizing teachers’ experiences and practices.
In order to gather all this data we used partially structured interviews and also photos and images (photo elicitation), we built the narratives and narrations that are at the core of this investigation through conversations.
After analysing this data, we can confirm) that relations among teachers are of paramount importance. Those relations can actually transform teachers’ daily practices; they are able to reshape them. In the same direction and depending on specifics such as time and space, those relations will be shaped differently. Both time and space are very rich symbolic areas and collective as well as particular experiences have an impact on teachers’ identity.
The conclusion is obvious: it is urgent to study the relations of teachers’ work and life in the Compulsory Secondary Education area, especially due to the fact that it is a must for the development of school change and innovation. Teachers’ wellbeing is based on the characteristics of those relations. Furthermore, for the purpose of creating an alternative social model (on the same track as critic pedagogy), it is necessary to foster and support new type of relations; therefore, placing people and lives at the centre, overcoming barriers like gender (gender or sex is the same in this context, right?) or class. This research study consists of seven chapters. Let us shortly present some of the main features of each chapter:
The first chapter concretizes the importance and goals of the object of study. Bearing in mind the ethnographic nature of the work, it will present concrete events and motivations.
The second chapter incorporates the theoretical frame, where the relations among teachers were analysed. It dives deeper into the implications of being a teacher in the modern world, in which professionals of education must constantly reinvent themselves. In the same way, the actual position of a teacher in the educational system was studied and the term ‘teacher agency’ dissected, since we deem it to be an interesting theoretical contribution. School is a space where various kinds of relations take place. It is a place and time in which many relations happen, the elements that need to be considered in order to take care of these relations and to initiate interaction.
The third chapter, on the oth
