The school classroom as an active-modifying environment in vulnerable contexts: a necessary proposal

Abstract

The school operates as a routine and aseptic space and time, the product of the perpetuation of pedagogical practices that, often influenced by school technology, are based on an empiricist, disciplined and authoritarian practice. Therefore, the experiences of Mediate Learning, assumed as an optimistic pedagogical approach about the cognitive and emotional development of the students, are relevant. Methodologically, we assume a qualitative interpretative approach; exploring the behavioral guidelines that guide the pedagogical work of Chilean teachers, who are related to young lawbreakers. For the interpretation of the data, we resort to content analysis, following the logic of Grounded Theory and In-Depth Interviews, from a biographical perspective. The results allow us to identify strategies favoring active-modifying environments characterized by curricular autonomy, the deployment of pedagogical intuition and the use of playful strategies in the classroom, as well as the permanent promotion of practical learning.

Keywords:
Learning; emotional development; pedagogy