Resumen de Aportes de la teoría de estructuración en la investigación educativa
Since the 1980s, the field of sociology has witnessed the emergence of an integrative theo-retical paradigm aimed at transcending dualism. From this epistemological turn, this paper intends tosystemically analyse theories of structuration and incorporate a dialectical perspective in educationalresearch, as well as to open new possibilities for producing reliable knowledge of society and education.Based on these purposes, this chapter begins with theoretical reflections on Giddens’ structuration the-ory and Bourdieu’s generative structuralism, constructing an epistemological framework for analysingthe process of social structuration. Furthermore, their potential for educational research is explored. Inconclusion, structuration theories propose a shift from a structure-centred approach to one that focuseson social structuration as a socio-historical process. And the structuration of social systems is under-stood as a process of continuous interaction between actors and social conditions, between resources,power relations and symbolic system, in the reproduction of human practices. Therefore, this paperproposes an integration of such perspective in educational research in three dimensions: changing theobjects and purposes of research, methodological reflection and innovation, and finally, fostering reflex-ivity and criticality by incorporating ideological analyses with the aim of transforming the establishedunequal social order.
