Cooperación, grupos identitarios y participación democrática en la enseñanza media: ¿qué piensan los profesores?
DOI:
https://doi.org/10.5212/PraxEduc.v.14n3.007Abstract
This paper brings the research results that analyzed how high school teachers comprehend the relations between their students and their articulations with ethical and moral formation and with the identity differences, enhancing both the autonomy building and the democratic resistance experiences in the school. As the theoretical reference, the contributions of Alasdair MacIntyre, Adela Cortina and Angel Pérez Gómez are referred. As the methodological procedures, field observations and semi-structured interviews were used. It was concluded that cooperation and groups presence are the main characteristics of such relations, lived as personal autonomy and democratic resistance experiences in the school. This research has also revealed that, even enhancing such characteristics, the interviewed teachers present low-elaborated theoretical reflections about youth identities construction. As a consequence, low investments are promoted for pedagogical actions that enhance youth autonomy and democratic resistance in the school.
Keywords: Democratic participation in school. Cooperation. Identity groups.
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