https://orcid.org/0000-0001-6455-5425
Resumen
Se tiene como objetivo comprender los efectos del curso electiva I Paulo Freire pedagogía de la transformación en la subjetividad de maestros y maestras en formación posgradual en el programa de maestría en educación modalidad virtual de la Corporación Universitaria Iberoamericana, Bogotá. Se abordó la metodología del enfoque biográfico narrativo, los instrumentos aplicados fueron narraciones biográficas y taller pedagógico digital ejecutado a través de la aplicación Mentimeter. Los antecedentes de la subjetividad se ubican en el siglo XX con los planteamientos del destacado intelectual cubano Fernando González Rey, quien es considerado uno de los precursores de este campo de estudio; en el contexto Colombiano, un tanque de pensamiento que ha generado una promisoria producción teórica y metodológica sobre la subjetividad política, es el programa de Doctorado en Ciencias Sociales, Niñez y Juventud, ofertado por la Universidad de Manizales - CINDE; en el viejo continente es menester mencionar los aportes del profesor Enric Nolleva de la Universidad de Valencia, España. Los resultados encontrados se organizaron a través de cuatro categorías de análisis, ellas son: uno, contextos y experiencias de los maestros(as) participantes en la investigación; dos, efectos en la subjetividad en maestro(a)s mencionados; tres, efectos y comprensiones en lo ético-político; cuatro, se finaliza con la categoría incidencias sobre la enseñanza en el grupo de participantes en la investigativo.
Palabras clave: Paulo Freire, subjetividad, transformación, investigación de aula.
Abstract
The objective is to understand the effects of the pedagogy transformation course “Effective I Paulo Freire” on the subjectivity of postgraduate teachers in the Master’s program in Education in virtual modality at the Corporación Universitaria Iberoamericana, Bogotá. The bioFigureical narrative approach methodology was used, with bioFigureical narratives and a digital pedagogical workshop executed through the Mentimeter application as the applied instruments. The background of subjectivity is located in the 20th century with the ideas of the distinguished Cuban intellectual Fernando González Rey, who is considered one of the pioneers in this field of study; in the Colombian context, a think tank that has generated promising theoretical and methodological production on political subjectivity is the Doctoral program in Social Sciences, Childhood and Youth, offered by the Universidad de Manizales - CINDE; in Europe, the contributions of Professor Enric Nolleva from the University of Valencia, Spain, are noteworthy. The results found were organized into four categories of analysis: first, the contexts and experiences of the participating teachers; second, effects on the subjectivity of the mentioned teachers; third, ethical-political effects and understandings; and fourth, the incidences on teaching in the group of research participants.
Keywords: Paulo Freire, subjectivity, transformation, classroom research
Resumo
O objetivo é compreender os efeitos do curso de transformação pedagogía “Eficaz I Paulo Freire” na subjetividade dos professores de pós-graduação no programa de Mestrado em Educação na modalidade virtual da Corporación Universitaria Iberoamericana, Bogotá. Utilizou-se a metodologia de abordagem biográfica narrativa, com narrativas biográficas e um workshop pedagógico digital executado através da aplicação Mentimeter como instrumentos aplicados. Os antecedentes da subjetividade situam-se no século XX com as ideias do distinto intelectual cubano Fernando González Rey, que é considerado um dos pioneiros neste campo de estudo; no contexto colombiano, um think tank que gerou uma produção teórica e metodológica promissora sobre subjetividade política é o programa de Doutorado em Ciências Sociais, Infância e Juventude, oferecido pela Universidad de Manizales - CINDE; na Europa, são notáveis as contribuições do professor Enric Nolleva da Universidade de Valência, Espanha. Os resultados encontrados foram organizados em quatro categorias de análise: primeiro, os contextos e experiências dos professores participantes; segundo, efeitos na subjetividade dos referidos professores; terceiro, efeitos e compreensões ético-políticas; e quarto, as incidências sobre o ensino no grupo de participantes da pesquisa.
Palavras-chave: Paulo Freire, subjetividade, transformação, pesquisa em sala de aula.
DOI del artículo: https://doi.org/10.26620/uniminuto.inclusion.11.3.2024.42-56
Background
At mid-20th century, the prominent Cuban psychologist Fernando González Rey, revisiting the theoretical interstices of historical-cultural approaches, proposed an emerging field of theoretical discussion called subjectivity. He was one of the precursors of subjectivity studies, conceptualizing it as social subjectivity and thereby updating a new field of theoretical discussion in Social Sciences. As a result of theoretical developments in social subjectivity in the early 21st century in the Colombian context, the Doctorate program in Social Sciences, Childhood, and Youth offered by the University of Manizales - CINDE, has reflected on subjectivity and described it as political subjectivity, a program that has generated a prominent theoretical and methodological output on political subjectivity. In the context of the old continent, it is necessary to highlight the contributions made on subjectivity by Professor Enric Nolleva of the University of Valencia, Spain.
Other authors identified who have made contributions to the field of subjectivity and political subjectivity include: (Amieva, 2009; Baracaldo, 2011; Bernasconi, Fardella, and Rojas, 2021; Capote, 2017; Corral, 2004; Diaz and Alvarado, 2012; El Sahili, 2012; González Rey, 2008; Gómez and Figueroa, 2019; Novella, 2021; Ravelo, 2019).
The aforementioned background clearly shows that studies on subjectivity have become a field of particular interest for social sciences and social researchers, as it is a field that allows for understanding and revealing the actions of social groups in social and political life.
This research on the effects on the subjectivity of teachers in postgraduate training is being carried out in the master's program in education offered by the Corporación Universitaria Iberoamericana. The curriculum includes the elective course I Paulo Freire Pedagogy of Transformation, in which the analytical plan of the course [PAC], it is proposed that the general competency is to develop the ability to reflect on the tensions between the education system and other areas of society and to intervene to transform problems in the education system in local and global contexts.
As a teacher, social researcher, and advisor for the elective course Paulo Freire Pedagogy of Transformation, I have begun a classroom research exercise aimed at gaining a better understanding of the effects of the course on the subjectivity of the students taking the elective.
Classroom research can be understood as the link and crossroads between the education system and the science system, creating a close relationship between education as a process of training and learning, and research as a process of generating and adapting knowledge. In this same sense, the Science, Education, and Development Mission (1997) states that: Without research, education quickly becomes a mechanical, static transmission of information, thus denying the possibility of developing analytical and comprehension skills and an innovative attitude that seeks to understand the relationships between biological, physical, and social phenomena (p. 171).
Therefore, classroom research is characterized by its search for the generation of new knowledge in the field of pedagogical processes, training, and learning. In this vein, interpreting Restrepo’s (2009) proposal, classroom research can be classified into three main types, which are:
One, teachers’ research on themselves and their practice. Teachers take on the role of researchers and investigate their own teaching practice and the processes they develop as educators, taking on an active role of self-research in order to transcend their own processes and strengthen their professional potential.
Two, teacher research on students. Here, the research teacher emphasizes training processes, learning difficulties, problems that arise in interaction (school coexistence), and findings that should be useful for generating intervention proposals to overcome the problems that affect students and the learning process in general.
Three, teacher research with students. The aim is a joint approach (teacher-students) to strategies that enable students to gain advanced research skills. It is an exercise that approaches research from an educational perspective, generating paths of inquiry to access understanding and joint knowledge development.
Other authors who have generated theoretical and methodological reflections on classroom research include: (Alonso, 2020; Álvarez, Triana, and Ravelo, 2019; Arellano, Candela, Rockwell, Coll, 2021; Escudero, 2022; Flores, 2021; Isaza, Calle 2017; Mercado, Ravelo, Calle, Monsalve, 2022; Stenhouse, 2007; Sánchez, (2019) Willianson, Toreres, Durán, 2011).
The interest in studying subjectivity in teachers makes sense because subjectivity has an effect on social life and particularly in the educational and pedagogical sphere, where it (subjectivity) is reflected in actions to strengthen ethical-political and ethical-pedagogical horizons in favor of transformations in social life and, therefore, in education.
The guiding question is: What have been the effects on the subjectivity of teachers in postgraduate training in the development of the elective course I Paulo Freire pedagogy of transformation? which aims to generate inputs that allow for the continuous improvement of student learning, enhance the teaching (guidance) process of the course, and achieve concrete and documented understandings of the effectiveness and challenges of the course, allowing for adjustments and improvements to be made to the pedagogical, training, and learning processes, in line with the objectives of the elective course Paulo Freire: Pedagogy of Transformation.
Methodology
This classroom research was approached from a biographical narrative perspective. In recent decades, narrative has gained greater participation and prominence in research. One of the elements of narrative research is to recover and consider the voice, experiences, and meanings constructed by the actors in the research as a construct for understanding social and subjective reality in the construction of knowledge.
Narrating is telling, recounting in a natural and chronological way the experience and subjectivities that emerge in social life and educational experience. Authors such as Landín and Sánchez (2019) argue that: Narrating is a process that activates reflection to give meaning to lived experience and reveal the constructed meanings generated by the relationship that people establish with their world. This is the role of narrative in educational research (p. 229).
The biographical-narrative method takes an interest in investigating the construction of people’s lives in relation to their interactions with the social world and their effects on subjectivity as generators of personal, social, and political reality.
Continuing with the reflection on the biographical-narrative approach, Connelly and Clandinin (1995) indicate that: The main reason for using narrative in educational research is that human beings are storytelling organisms, organisms that, individually and socially, live lives that are told. The study of narrative, therefore, is the study of how human beings experience the world (p. 11).
Taking the above into account, it can be considered that human beings are by nature narrators and storytellers of their own lives, and researching narratives generates approximations of the personal and social ways of life constructed and lived by people in their sociocultural contexts.
Techniques used in the research
Two techniques were used to collect information for the research. Initially, biographical accounts were developed based on a guiding question posted in the course’s virtual classroom, where the master’s students wrote biographical accounts of their experiences as teachers and/or the contexts of professional development and the effects of the course on their subjectivities (desires, wills, thoughts, reflections, emotions, and actions).
Autobiographical stories.. These are essentially based on the lived experience of the individual, where past experiences are brought into the present to be reflected upon, thereby providing a better understanding of the reflection and better guiding the narrator’s actions in relation to the experience being narrated. For authors such as Juliao (2021), one of the basic characteristics of biographical stories is that they recount lived experiences; they are also like tools that help us find meaning in life. The narrator recounts them, interprets them, and connects them to each other, and through them, the other characters who appear are always presented from the narrator’s perspective (p. 83).
Therefore, by having the master’s students write biographical accounts, we aim to gain insight into their experiences of life in the teaching profession and the effects of the course in question on the subjectivity of the participants in the classroom research.
Pedagogical workshop [PW]. This is a commonly used educational resource that is applied in various educational processes for the purposes of learning, teaching, teacher training, institutional planning, and curriculum evaluation. Here, the pedagogical workshop has a new purpose, which is to serve as a research technique for gathering information for classroom research. According to UNESCO (1988), the pedagogical workshop: Experience has confirmed that TP is an effective training strategy and particularly suitable for teacher training professionals (...) TP should be a hands-on experience for participants—applying the principle of “learning by doing”—and offer them the opportunity to subject this experience to methodical analysis (p. III).
Following UNESCO’s approach, TP is an educational resource that, on the one hand, promotes experiential learning where reflection and action are articulated, but also, TP can be useful in research processes that allow it to be interpreted from the perspective of generating new knowledge for social and educational transformation.
In this classroom research, the practical assignment with a research technique purpose was carried out using a digital application called Mentimeter, where participants responded to the workshop guidelines. Based on a coincidence analysis, the digital application generated word clouds, identifying relationships and showing the most relevant coincidences in the execution of the practical assignment.
Population. The population participating in the research consisted of 120 master’s students who enrolled in the course corresponding to the first semester, identified as Paulo Freire’s pedagogy of transformation, in the context from the online master’s degree in education, Corporación Universitaria Iberoamericana. Teachers who are linked to the teaching profession and have professional experience ranging from 15 to 20 years of teaching come from diverse professional backgrounds, with degrees in various disciplines and others with non-degree training in engineering. These teachers work in various contexts throughout Colombia, in the departments of Nariño, Antioquia, Córdoba, Putumayo, Sucre, Arauca, Cundinamarca, and Guajira.
Results
This section presents the main results found in the course of the research. Initially, the results associated with the autobioFigureical account are listed in order. Table 1 shows the context and experiences, followed by Table 2, which shows the effects on subjectivity. Next, the results of the pedagogical workshop are presented in Figure 1, showing the effect on ethical-political issues, and finally, Figure 2 shows the impact on teaching.
Discussion and Analysis
The virtual pedagogical workshop was conducted using the Mentimeter digital application, where the initial question was: What effects has the elective course Paulo Freire: pedagogía de la transformación had on your ethical-political reflection? The interaction format was organized by word cloud, where a visual representation is configured and the most frequently used words are placed in the center and are larger in size, with the less frequently used words being placed at the margins until they reach the periphery.
Figure 1 shows that the most frequent theme in the ethical-political reflections developed by the master’s students is change. In this vein, the ethical-political sense of the master’s students is rooted in a socio-anthropological reflection and is therefore ethical-political, given that all educational and pedagogical acts are guided by a horizon that gives them meaning, namely, the project of building society and the desire of men and women to educate through pedagogical processes.
Therefore, change as an ethical-political condition, which is also ethical-pedagogical, is the basis and horizon of pedagogical and educational processes. These constitute the means and methods for achieving the desired social project. In this sense, education is political, and pedagogy is a qualifying adjective that indicates how the dream of society is achieved.
Furthermore, teachers are above all politicians, because their teaching practice constructs cultural meanings that favor or oppose change in society. In other words, what teachers do or fail to do serves one social group or another that is disputing cultural meanings. Therefore, today we need teachers who are citizens of education, who understand global theories and problems to change realities and overcome local injustices.
The virtual teaching workshop was conducted using the Mentimeter digital application, where he then asked the following question: What impact has the elective course Paulo Freire: Pedagogy of Transformation had on your teaching? The interaction format was organized by word cloud, where a visual representation is configured and the most frequently used words are placed in the center and are larger in size, with the less frequently used words being placed at the margins until they reach the periphery.
In the same vein, Figure 2 shows that the most frequent coincidence in the incidents in teaching that the teachers have identified is centered on dialogue. In this sense, teaching is understood as a dialogical process that serves the democratic and humanizing formation of the person. Consequently, every educational and pedagogical act is formative insofar as it strengthens the cultivation of humanity, understanding humanity as the capacity of people to have relationships of empathy and sympathy with others, but I am outraged by acts of injustice against those who are relatives and distant ones.
For teachers participating in classroom research, teaching is fundamentally a dialogical act that humanizes and strengthens the ability to recognize differences and otherness. Given the crisis of humanity that society is undergoing, it is essential to strengthen the pedagogy of dialogue, because it contains elements of collective agreements that allow us to overcome the hardships we are facing and move towards the transformation of local and global realities.
Provisional Conclusion
The interest of social theory in studying subjectivity lies in the social effects it generates in the established order, and its impact on affecting stability and influencing change. In this vein, researching the effects of the elective course Paulo Freire’s Pedagogy of Transformation on teachers in postgraduate training is given by the possibilities of transforming the problems of the educational system in the contexts where they live, in addition to the classic problems of the educational system, such as quality, coverage, and school repetition. In the contexts investigated, local problems that challenge teachers are noted, these include: developing interculturality through educational and pedagogical processes; overcoming the collective trauma caused by multiple acts of violence during the armed conflict with pedagogical proposals focused on dialogue to reinforce forgiveness as a mechanism for overcoming and sociocultural transformation.
Acknowledgments
The author expresses his sincere gratitude to the students of the Master’s in Education program, cohort 2024-51, who took the elective course Paulo Freire Pedagogy of Transformation. They played a substantive role in the development of classroom research. I would also like to thank the teachers: Alba Rocío Noguera Luque, Director of the Master’s Program in Education; Liliana Sofia Arias Escobar, Dean of the Faculty of Education. From the moment I informed them of the idea of classroom research, they endorsed, encouraged, and supported the research exercise.
Origin
This article is based on classroom research conducted by the author during the elective course Paulo Freire: Pedagogy of Transformation, which is part of the curriculum of the Master’s Degree in Education program at the Corporación Universitaria Iberoamericana
Funding
As this was a classroom research exercise, no financial support was required for its implementation.
Ethical Aspects
During the classroom research, ethical principles specific to knowledge generation in the social sciences and education were put into practice, ensuring the correct handling of data collection and processing. To this end, informed consent was implemented, whereby participants acknowledged the purposes of the research, the characteristics of their participation, and the different phases of the research process.
Conflict of Interest
The author expressly and directly declares that there is no conflict of interest with the information presented in this article and its subsequent publication.
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Derechos
Artículo de investigación / Research Article / Artigo de pesquisa
