Construcción sociocultural de la profesionalidad docenteestudio de casos de profesores comprometidos con un proyecto educativo

Abstract

This research recognizes the pedagogical value of the teachers practice involved in an educational project in the social change and in the recovery of the learning delight. We do not intend to elaborate action models but to share meanings for the dialogue and the debate. We believe that the teachers involved in an educational project can and must be a reference for other teachers. Meanwhile more teachers can show that the rights and liberties can be usufructed although restrictions and that they can carry out a teaching that guarantees the learning and the ethic education of pupils, there will be more possibilities to mobilize other teachers in a critical way, principally to who believe that external or self-imposed limitations can not be overcome. The teachers that we are concerned with are the professionals prepared with the scientific strictness and the artists emotionality that like their job and are politically placed. The good teachers are the ones, whose expression synthesizes the imperative necessity to impel a radical change in the professional culture able to recover the synergic importance and transcendence of the teachers professionalism, understood from its historical context, public and institutional. The concept good doesnt have a naive or fallacious meaning; we selected it because of its ethic and professional implications that refer not only to a well done work but, to the social and politic recognition of their peers and pupils as well. Although the educational process is, paradoxically, simple and complex at the same time, we hope contributing to those simple elements that constitute the professional identity of the teachers involved in an educational project and, to discover and give account of the epistemological complexities of their pedagogical thinking. We can point out that, a) the valuation of the teachers professionalism depends on the teachers compromise with an educational project; b) the teachers involved with an educational project contribute to the development of a cultural movement of professionalization that begins from their practices; c) the teachers involved in an educational project are not only good teachers because they give good classes, but also because they contribute to educate fair and honorable citizens in a society that also expect that from them. What we are concern is to give new meanings to what we already know and re-read the school culture.