La pràctica educativa a través de l'aproximació dels fons de coneixement i d'identitat

Abstract

The main objective of this doctoral thesis is to conceptualise educational practice from the theoretical and methodological perspective of funds of knowledge and identity. The thesis is organised on the basis of three articles linked to this theme: “Funds of Knowledge in 21st Century Societies: Inclusive educational practices for under-represented students. A literature review”, “Strategies and resources for contextualizing the curriculum based on the funds of knowledge approach. A literature review” and "The 'study group' as a context for learning. Teacher education from the funds of knowledge approach”. The thesis concludes by highlighting the relevance of the funds of knowledge and identity approach in relation to the need to develop a wider conception of learning, understood as the result of participation in sociocultural practices which go beyond that which occurs at school.

La present tesi doctoral té com a objectiu general conceptualitzar la pràctica educativa des de la perspectiva teòrica i metodològica dels fons de coneixement i d’identitat. La tesis s’articula al voltant de tres articles vinculats a aquesta temàtica: “Funds of Knowledge in 21st Century Societies: Inclusive educational practices for under-represented students. A literature review”, “Strategies and resources for contextualizing the curriculum based on the funds of knowledge approach. A literature review” i "The 'study group' as a context for learning. Teacher education from the funds of knowledge approach”. Es conclou la pertinència de la perspectiva dels fons de coneixement i d’identitat en la necessitat de desenvolupar una concepció amplia de l’aprenentatge entès com el resultat de la participació en pràctiques socioculturals, més enllà d’allò que succeeix a l’escola.