Towards an Ecology of Knowledge for Interdisciplinary Teacher Education: Some Practical Orientations
In a society that aims to guarantee an inclusive education for all and without exclusions, pre-service teacher training becomes an essential space to produce knowledge that allows to respond to current educational demands. However, the epistemological roots detected in Chilean pre-service teacher ed...
محفوظ في:
| المؤلفون الرئيسيون: | , |
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| التنسيق: | Online |
| اللغة: | الإسبانية |
| منشور في: |
Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP
2024
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| الموضوعات: | |
| الوصول للمادة أونلاين: | https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/3010 |
| الوسوم: |
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| _version_ | 1858041898577428480 |
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| author | Salamanca-Aroca, Claudia Sepúlveda-Bernales, Valeria Jimena |
| author_browse | Salamanca-Aroca, Claudia Sepúlveda-Bernales, Valeria Jimena |
| author_facet | Salamanca-Aroca, Claudia Sepúlveda-Bernales, Valeria Jimena |
| author_sort | Salamanca-Aroca, Claudia |
| collection | OJS- Educación y Ciudad |
| description | In a society that aims to guarantee an inclusive education for all and without exclusions, pre-service teacher training becomes an essential space to produce knowledge that allows to respond to current educational demands. However, the epistemological roots detected in Chilean pre-service teacher education result in knowledge fragmentation, contrary to the political and social demands that promote interdisciplinarity for the complementarity of knowledge. The objective of this article is to discuss how to encourage interdisciplinary practices in pre-service teacher training for the development of inclusive education, recognizing the existence of an epistemological problem in a Western university that promotes knowledge fragmentation. Edgar Morin's notions of complex thinking and Aníbal Quijano's coloniality of power are used to analyze the problem of fragmentation. This article proposes some alternatives to transform knowledge production in pre-service teacher training from the view of interdisciplinarity, based on Boaventura de Sousa Santos' post-abyssal thinking and ecology of knowledge. It is concluded that initial training for future education professionals should be open to new spaces of knowledge production, aiming at dialogue among disciplines for a plural knowledge. |
| first_indexed | 2026-02-24T16:00:37Z |
| format | Online |
| id | oai:revistas.idep.edu.co:article-3010 |
| institution | IDEP |
| language | spa |
| last_indexed | 2026-02-24T16:00:37Z |
| publishDate | 2024 |
| publishDateRange | 2024 |
| publishDateSort | 2024 |
| publisher | Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP |
| publisherStr | Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP |
| record_format | ojs |
| spelling | oai:revistas.idep.edu.co:article-30102024-06-28T12:24:26Z Towards an Ecology of Knowledge for Interdisciplinary Teacher Education: Some Practical Orientations Hacia una ecología de saberes para la formación docente interdisciplinar: algunas orientaciones prácticas Salamanca-Aroca, Claudia Sepúlveda-Bernales, Valeria Jimena formación de docentes educación inclusiva enfoque interdisciplinario epistemología inclusive education interdisciplinary approach epistemology preservice teacher education In a society that aims to guarantee an inclusive education for all and without exclusions, pre-service teacher training becomes an essential space to produce knowledge that allows to respond to current educational demands. However, the epistemological roots detected in Chilean pre-service teacher education result in knowledge fragmentation, contrary to the political and social demands that promote interdisciplinarity for the complementarity of knowledge. The objective of this article is to discuss how to encourage interdisciplinary practices in pre-service teacher training for the development of inclusive education, recognizing the existence of an epistemological problem in a Western university that promotes knowledge fragmentation. Edgar Morin's notions of complex thinking and Aníbal Quijano's coloniality of power are used to analyze the problem of fragmentation. This article proposes some alternatives to transform knowledge production in pre-service teacher training from the view of interdisciplinarity, based on Boaventura de Sousa Santos' post-abyssal thinking and ecology of knowledge. It is concluded that initial training for future education professionals should be open to new spaces of knowledge production, aiming at dialogue among disciplines for a plural knowledge. En una sociedad que pretende garantizar una educación inclusiva para todos y sin exclusiones, la formación inicial docente se transforma en un espacio esencial para la producción del conocimiento que permita responder a las demandas educativas actuales. Sin embargo, las raíces epistemológicas que son detectadas en la formación chilena se traducen en una fragmentación del conocimiento, en contrariedad a las demandas políticas y sociales que impulsan la interdisciplinariedad para la complementariedad de los saberes. El objetivo de este artículo de reflexión se enmarca en discutir cómo fomentar prácticas interdisciplinarias en la formación inicial docente para el desarrollo de una educación inclusiva, reconociendo la existencia de un problema epistemológico que subyace una universidad occidental que promueve la fragmentación del conocimiento. Para analizar la problemática de la fragmentación se utilizan las nociones del pensamiento complejo de Edgar Morin y la colonialidad del poder de Aníbal Quijano. Se proponen algunas alternativas para transformar la producción del conocimiento en la formación inicial docente desde la interdisciplinariedad a partir del pensamiento postabismal y ecología de saberes de Boaventura de Sousa Santos. Se concluye la necesidad de que la formación inicial para los futuros profesionales de la educación debiera abrirse a nuevos espacios de producción de conocimiento, intencionando el diálogo entre disciplinas para un conocimiento plural. Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP 2024-01-31 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/xml https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/3010 10.36737/01230425.n46.2024.3010 Educación y Ciudad; No. 46 (2024): Educational Policies and New Perspectives in Teacher Training (January-June); e3010 Educación y Ciudad; No. 46 (2024): Políticas educativas y nuevas perspectivas en la formación docente (enero-junio); e3010 Educación y Ciudad; Núm. 46 (2024): Políticas educativas y nuevas perspectivas en la formación docente (enero-junio); e3010 2357-6286 0123-0425 spa https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/3010/2417 https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/3010/2434 Derechos de autor 2024 Claudia Salamanca-Aroca, Valeria Jimena Sepúlveda-Bernales https://creativecommons.org/licenses/by-nc-sa/4.0 |
| spellingShingle | formación de docentes educación inclusiva enfoque interdisciplinario epistemología inclusive education interdisciplinary approach epistemology preservice teacher education Salamanca-Aroca, Claudia Sepúlveda-Bernales, Valeria Jimena Towards an Ecology of Knowledge for Interdisciplinary Teacher Education: Some Practical Orientations |
| title | Towards an Ecology of Knowledge for Interdisciplinary Teacher Education: Some Practical Orientations |
| title_alt | Hacia una ecología de saberes para la formación docente interdisciplinar: algunas orientaciones prácticas |
| title_full | Towards an Ecology of Knowledge for Interdisciplinary Teacher Education: Some Practical Orientations |
| title_fullStr | Towards an Ecology of Knowledge for Interdisciplinary Teacher Education: Some Practical Orientations |
| title_full_unstemmed | Towards an Ecology of Knowledge for Interdisciplinary Teacher Education: Some Practical Orientations |
| title_short | Towards an Ecology of Knowledge for Interdisciplinary Teacher Education: Some Practical Orientations |
| title_sort | towards an ecology of knowledge for interdisciplinary teacher education some practical orientations |
| topic | formación de docentes educación inclusiva enfoque interdisciplinario epistemología inclusive education interdisciplinary approach epistemology preservice teacher education |
| topic_facet | formación de docentes educación inclusiva enfoque interdisciplinario epistemología inclusive education interdisciplinary approach epistemology preservice teacher education |
| url | https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/3010 |
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