Investigar en educación desde una posición de no saberdar cuenta de los tránsitos de una investigación en torno a cómo aprende el profesorado de secundaria

  1. Hernández-Hernández, Fernando 1
  1. 1 Universitat de Barcelona
    info

    Universitat de Barcelona

    Barcelona, España

    ROR https://ror.org/021018s57

Aldizkaria:
Investigación en la escuela

ISSN: 0213-7771,  2443-9991

Argitalpen urtea: 2019

Zenbakia: 99

Orrialdeak: 1-14

Mota: Artikulua

DOI: 10.12795/IE.2019.I99.01 DIALNET GOOGLE SCHOLAR lock_openSarbide irekia editor

Beste argitalpen batzuk: Investigación en la escuela

Laburpena

How can we face research that does not follow a predefined path or apply preset methods, but opens up to dialogue with what emerges in the encounter with the experiences of the collaborators and the researcher? What is the effect of a research process when is altered by the unforeseen and by putting the researcher in a position of unknowing? What happens when is broken the hegemonic meaning of the research which starts from designing a situation that allows for the generation of data in order to analyze them and account for their possible meanings in accordance with previously established decisions? These are some of the questions present in this article in which the transits of a researcher through a project that investigates how secondary school teachers learn and how this journey affects the researcher are accounted for. This affecting makes the inquiry process configure itself as a relational journey where one is attentive not to what one expects to find, but to what (us) is happening in a process that is not linear, but full of bifurcations, doubts and places of not knowing. A process that allows to confront one another sense of research, that revises and questions some foundations and practices on what is assumed in a normalized way as research.

€ Ikusi finantzaketa

Finantzaketari buruzko informazioa

El proyecto APREN-DO ha sido parcialmente financiado por el Ministerio de Economía, Empresa y Competitividad. EDU2015-70912-C2-1-R y EDU2015-70912-C2-2-R. Grupo de investigación ESBRINA-Subjetividades, visualidades y entornos educativos contemporáneos (2017SGR 12489. http://esbrina.eu ) Red de excelencia REUNI+D-Red Universitaria de Investigación e Innovación Educativa. Cambios Sociales y Retos para la Educación en la Era Digital. EDU2015-68718-REDT. http://reunid.eu

Finantzatzaile

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