Trayectorias y ecologías de aprendizajes de estudiantes universitarios: giros, motivaciones, acompañamientos y modos de aprender

Fernando Herraiz-García; Estíbaliz Aberasturi-Apraiz

doi:10.22456/2357-9854.133132

Autores/as

Fernando Herraiz-García Universitad de Barcelona — UB, Barcelona, España https://orcid.org/0000-0001-9675-578X
Estíbaliz Aberasturi-Apraiz Universidad de la País Vasco https://orcid.org/0000-0001-7827-0850

DOI:

https://doi.org/10.22456/2357-9854.133132

Palabras clave:

Enseñanza superior, Learning Live, Ecologías de aprendizaje, Trayectorias de aprendizaje, Estudiante universitario

Resumen

Este artículo tiene por objetivo acercarse a cómo los jóvenes universitarios aprenden en la actualidad. Desde la perspectiva Learning Live, el estudio se centró en las trayectorias y ecologías de aprendizaje de 50 estudiantes a través de metodologías visuales. La investigación se abordó desde una ética performativa basada en la acción comunicativa donde las evidencias eran dialogadas con los colaboradores. Los resultados evidenciaron que se han diversificado las ecologías de aprendizaje; la universidad ya no es el único lugar donde se dispone el conocimiento. Se puso de manifiesto que las trayectorias no eran vividas de manera lineal u homogénea, sino que se experimentaban a través de discontinuidades, tensiones y quiebros inesperados, donde los aprendizajes eran relacionales en la medida en que las trayectorias afectaban y se veían afectadas dentro de comunidades de interés.

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Biografía del autor/a

Fernando Herraiz-García, Universitad de Barcelona — UB, Barcelona, España

É licenciado e doutor em Belas Artes pela Universidade de Barcelona; professor colaborador da Unidade de Pedagogias Culturais onde, além de lecionar para a licenciatura nesta área, coordena o Mestrado em Artes Visuais e Educação, numa abordagem construccionista. Como professor, integra o grupo de Inovação Docente Indaga-t da UB, e integra o consolidado grupo de pesquisa Subjetividades e ambientes educacionais contemporâneos (Esbrina). Nos últimos anos tem trabalhado em projetos de pesquisa que abordam temas educacionais em torno das subjetividades por meio de metodologias visuais.

Estíbaliz Aberasturi-Apraiz, Universidad de la País Vasco

É licenciada em Belas Artes (1994) e doutora em Ciências da Educação, na área da Pedagogia (2009) pela Universidade do País Basco, UPV/EHU. Professora universitária e investigadora da Faculdade de Educação, Filosofia e Antropologia de San Sebastián, UPV/EHU, desde 1995. Sua trajetória como pesquisadora e docente está associada, principalmente, à formação de professores, à inovação pedagógica e à investigação e aprendizagem através das artes visuais em contextos educativos. Atualmente está envolvida no projeto de I+D "Como aprendem os professores de educação infantil e do ensino básico: implicações educativas e desafios para enfrentar a mudança social" (EDU2015-70912-C2-2-) onde trabalha com métodos de investigação artística. Possui diversas publicações nacionais e internacionais, entre as quais destaca “Post-modern reality shock: Beginning teacher as peregriners in Communities of Practice”.

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