La función de las teorías en la enseñanza como una estrategia para enfrentar la diversidad humana: dos enfoques diferentes
DOI:
https://doi.org/10.30827/profesorado.v23i3.9474Palabras clave:
profesionalidad, profesorado, teoría, violencia escolarResumen
En los últimos años, las demandas de enseñanza basada en la evidencia han aumentado, resultando a su vez en una disminución del uso de las teorías en la enseñanza en, entre otras partes, en Suecia, mientras que la investigación sobre la violencia ha mostrado la necesidad de que los profesores interactúen en su práctica escolar con el apoyo de una orientación teórica. Este artículo analiza posiciones diferentes sobre el uso de las teorías en la formación del profesorado en relación con su potencial para contrarrestar la violencia escolar. Con este objetivo se ponen de manifiesto algunas creencias contra las cuales una investigación crítica sobre la violencia ha venido luchando y está en relación directa con las bases de la investigación positivista basada en la evidencia. Una reflexión teórica sobre la práctica educativa es necesaria para evitar la existencia de estrategias pedagógicas contra la violencia en las que dominan el uso de dicotomías y reivindicaciones esencialistas, poniendo en evidencia las controversias a los que el profesorado se enfrenta diariamente en su práctica diaria.Citas
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