Salir de la sombra. Una revisión sistemática sobre shadowing como propuesta metodológica para la investigación educativa

  1. Fardella, Carla 3
  2. Felipe Jiménez Vargas 1
  3. Rivera Vargas, Pablo 23
  4. Baleriola, Enrique 4
  1. 1 Universidad de las Américas
  2. 2 Universitat de Barcelona
    info

    Universitat de Barcelona

    Barcelona, España

    ROR https://ror.org/021018s57

  3. 3 Universidad Andrés Bello
    info

    Universidad Andrés Bello

    Santiago de Chile, Chile

    ROR https://ror.org/01qq57711

  4. 4 Universitat Oberta de Catalunya
    info

    Universitat Oberta de Catalunya

    Barcelona, España

    ROR https://ror.org/01f5wp925

Mostrar afiliaciones +
Revista:
Revista de investigación educativa, RIE

ISSN: 0212-4068,  1989-9106

Año de publicación: 2022

Volumen: 40

Número: 1

Páginas: 257-274

Tipo: Artículo

DOI: 10.6018/RIE.464151 DIALNET GOOGLE SCHOLAR lock_openDIGITUM editor

Otras publicaciones en: Revista de investigación educativa, RIE

Objetivos de desarrollo sostenible

Resumen

Cuando hablamos de investigación educativa, hacemos referencia a un campo de conocimiento disputado por múltiples disciplinas y organismos internacionales, que pueden dejar en la sombra a los actores escolares. El shadowing es una estrategia etnográfica relativamente novedosa en los entornos académicos de habla hispana, que justamente emerge con la intención de acentuar el valor que tiene para la investigación educativa, la observación de contextos y comunidades específicas. El objetivo del presente artículo es dar a conocer cuáles son las principales características, posibilidades y limitaciones del shadowing para la investigación educativa. A partir de un enfoque cualitativo, se ha llevado a cabo una revisión de literatura de 37 artículos científicos que describen y reportan resultados sobre su uso. Los resultados reportan (1) origen, ámbitos de aplicación y caracterización, (2) experiencias y usos de la estrategia y (3) las implicancias ético-pragmáticas de la estrategia. Adicionalmente, se plantean algunas reflexiones finales sobre su utilidad y validez a la hora de generar conocimiento educativo focalizado en lo local.

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Fuente de los datos: Dialnet