Nuevas mirada escolares: la práctica educativa en las sociedades del siglo XXI
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The society has been experiencing a series of changes during the last decades that have made
it more heterogeneous, technologically and digitally more dependent, more unstable at work and more
unequal. There are some authors who even speak of a “change of era” (Subirats, 2019). The political and
social pressure of this phenomenon is also coming to school. The school, as an intermediation space (Moll,
2014; Vila & Esteban-Guitart, 2017; Subirats, 2019), needs to be updated and regenerated if it does not
want to be outdated. However, this update has to be accompanied by solutions such as recognizing the
identities of the learners in contexts of heterogeneity or betting on educational practices that help build the
agency and the critical vision of the students. To do this, opening the school to the territory by betting on
the interrelation between educational, social and cultural components can help it respond again to the
demands that society asks for. Next, we present three proposals that go in the direction of moving towards
educational experiences where the school, and different agents of its surroundings, participate jointly in the solution and improvement of the learning processes of the apprentices