incentivando al maestro-agente: resistiendo la cultura neoliberal en la educación inicial de maestros
DOI:
https://doi.org/10.12957/childphilo.2019.42658Palabras clave:
performatividad, identidad del maestro, filosofía para niños, maestros estudiantes, educación inicial de maestrosResumen
Bajo la influencia de la "identidad activista" de Sachs (2001), propongo que la educación de los maestros previa la servicio o educación inicial de maestros (EIM), como me referiré a ella, podría, y de hecho debería, incentivar un nuevo perfil de maestro: el "maestroagente". Este maestro-agente estaría conciente de las presiones y dictámenes de la cultura educativa neoliberal y su consiguiente discurso performativo, y eligiría resistirlo, en favor de una visión más holística de la educación. Esta visión de la educación promueve formas inclusivas, creativas y democráticas de educación interesadas en promover una conciencia social en los niños y personas jóvenes, así como también concibe a la educación como preocupada por el niño como un todo. Estos acercamientos más holísticos a la educación pueden incluir abordajes como Filosofía para Niños (FpN), "Rights Respecting Education" y "Slow Pedagogy", las que pueden no sólo proporcionar un entendimiento más equilibrado y una experiencia más profunda de educación tanto para maestros como para estudiantes, sino también ayudar a los maestros a resistir el impacto debilitante del discurso performativo neoliberal, potencialmente también impactando en su bienestar y habilidad para conservar su integridad como profesionales. Ésto también podría tener el potencial de detener el rápido éxodo de la profesión de los nuevos maestros. Mi argumento es que involucrarnos con pedagogías como FpN en esta nueva iteración de la EIM podría ayudar no sólo a alentar al Estudiante Maestro-Agente, sino también, como consecuencia, a desarrollar al Ciudadano-Agente en los niños a quienes están enseñando. En este artículo considero cuatro áreas clave en las que propongo que la FpN podría jugar un rol en este modelo alternativo de Educación Inicial de Maestros: democracia en acción, el maestro como Maestro-Facilitador, un espacio para la co-construcción del conocimiento, y fomento de la Justicia Social.
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