Teaching Philosophy Statement and Ideological Becoming: from individual practice to social meaning

Resumen

La escritura de una filosofía educativa personal puede interpretarse como un componente dinámico en el desarrollo del sistema de ideas del docente, su yo ideológico. En este artículo de reflexión se examina el ejercicio reflexivo y de crecimiento personal que el desarrollo de una filosofía educativa personal promueve de acuerdo con algunos modelos de escritura disponibles. A través de un método documental, se precisan los supuestos y las creencias en cuestión para interpretarlos bajo los conceptos bakhtinianos de heteroglosia y devenir ideológico. El examen de la heteroglosia en el texto aumenta la conciencia de la actividad docente individual al conectarla con las prácticas sociales, culturales y políticas más amplias construidas a través de la escritura. Estas consideraciones tienen por objeto vincular las actividades de los educadores con la posibilidad de sociedades más democráticas.

Palabras clave: devenir ideológico, filosofía educativa personal, práctica reflexiva, formación docente

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Biografía del autor/a

Alba Eugenia Vásquez-Miranda, Universidad Autónoma Benito Juárez de Oaxaca

es candidata a PhD en la Facultad de Traductología, Lingüística y Ciencias Culturales de la Universidad Johannes Gutenberg de Mainz (Alemania). Profesora investigadora asociada a la Universidad Autónoma Benito Juárez de Oaxaca, (México). Miembro del Cuerpo Académico en Lingüística Aplicada Crítica. https://orcid.org/0000-0001-9800-1332

Publicado
2021-02-10
Cómo citar
Vásquez-Miranda, A. (2021). Teaching Philosophy Statement and Ideological Becoming: from individual practice to social meaning. CULTURA EDUCACIÓN Y SOCIEDAD, 12(1), 311-322. https://doi.org/10.17981/cultedusoc.12.1.2021.20