Resumen de Discursos, poder y saber en la formación permanente: la perspectiva del profesorado sobre la integración curricular de las TIC
- español
Nuestro trabajo quiere exponer el proceso de indagación sobre los discursos de poder- saber que circulan en los espacios de formación permanente y que condicionan como los profesores afrontan su formación en Tecnologías de la Información y Comunicación (TIC). Se decidió realizar esta investigación desde la perspectiva cualitativa porque queríamos conocer de cerca esos discursos, concretamente, las relaciones entre la práctica y la teoría como formas de saber que distribuyen desigualmente el poder entre los distintos agentes y espacios implicados en la integración y utilización de las TIC. Y queríamos comprender, al mismo tiempo, cuáles eran las motivaciones que les impulsaban a esta formación, como dimensión inductora de la práctica educativa. Nuestra investigación coincide en el tiempo con la difusión de los grandes discursos institucionales sobre la presencia social de las TIC y sus potencialidades de cambio y mejoras en todos los contextos sociales. En nuestro campo, la educación, y más concretamente, la escuela, estos discursos se concretan con la puesta en marcha de distintas actuaciones para la integración de las TIC en los sistemas educativos a fin de dar respuestas y conseguir adecuarlos a las necesidades y características sociales.El contexto seleccionado nos sitúa en el CEP de Toledo y, por tanto, en los planes institucionales y sus concreciones consiguientes que la Consejería de Educación, Cultura y Deportes de la Comunidad Autónoma de Castilla ? La Mancha ha diseñado y arbitrado para el perfeccionamiento del profesorado.
- English
The objective of our work is to show the process of investigation into the discourses of know-how that are common in permanent training activities and that determine the way teachers approach their training in Information and Communication Technology (ICT). We decided to carry out this research from a qualitative perspective since we wanted to become familiar with these discourses, and, in particular, the relationships between practice and theory as forms of knowledge that divide power unequally between the different agents and spaces involved in the integration and use of ICT. At the same time, we wanted to understand the motivations behind training, as a driving force in educational practice. Our own practice helped us to recognise ourselves in our colleagues; our work in local schools enabled us to have some prior knowledge, which, a priori, we thought would help us to identify situations and contexts that we had also experienced. After the process, we realised that the reality was very different from how we had originally expected it to be because we had not taken into account personal and subjective elements. Our research has run parallel to the dissemination of major institutional discourses regarding the social presence of ICT and its potential for changing and improving all social contexts. In our field, education, and more specifically, the classroom, these discourses have led to different initiatives for integrating ICT into educational systems in order to provide responses/solutions and to try to adapt them to social needs and characteristics. It was those changes - in particular, the processes of training and implementing ICT in schools - which in our case awakened the need to investigate. Our goals were to reconstruct and to analyse permanent teacher development as a know-how spatial context, giving rise to the specific integration of ICT.
The chosen context is the Teachers’ Centre (Centro de Profesores, CEP) in Toledo and therefore the institutional plans and the concomitant materialisations that the Ministry of Education, Culture and Sports in Castille-La Mancha has designed and provided for teacher development. Once we had established the research objective, we divided it into three parts and nine chapters
