{"id":402,"date":"2018-03-13T09:00:19","date_gmt":"2018-03-13T09:00:19","guid":{"rendered":"http:\/\/virtualseminar.icae.global\/?p=402"},"modified":"2018-03-13T10:12:28","modified_gmt":"2018-03-13T10:12:28","slug":"comment-by-julio-cesar-tovar-galvez","status":"publish","type":"post","link":"http:\/\/virtualseminar.icae.global\/?p=402","title":{"rendered":"Comment by Julio C\u00e9sar Tovar-G\u00e1lvez"},"content":{"rendered":"

Para el texto en castellano apriete aqu\u00ed<\/a><\/p>\n

Julio C\u00e9sar Tovar-G\u00e1lvez comments on the article “<\/span><\/strong>Building the capacity of adult educators to create inclusive classrooms\u201d<\/span><\/h2>\n

Colombia, Martin-Luther-Universit\u00e4t Halle-Wittenberg, Germany<\/strong><\/p>\n

I have read Shermaine Barrett’s article and it makes me think of two aspects:<\/p>\n

First, to see reflective practice as an essential instrument for teacher training, in all areas, all educational levels and all times and scenarios. A reflexive practice gives the opportunity to self-research and to research in the classroom. I think that this is an important way through which teachers are empowered of their role and can contribute to transform their educational context.<\/p>\n

When I speak of self-research, I refer to those processes of self-questioning about one’s own prejudices, beliefs, knowledge, practices and perspectives; but also with the aim of transforming them. Not only with respect to diversity and how to manage it in the classroom, but also in all the pedagogical and didactic areas of being a teacher.<\/p>\n

When I talk about research in the classroom, I mean that it is reflective practice and it is not only a matter of the teachers, but also of the whole educational community. In this sense, everyone questions the meaning of education, its roles, profiles, processes, etc. And it is from this reflection that the community can transform its reality.<\/p>\n

However, I think it is necessary to continue supporting teachers in the understanding and development of this systematic reflection, in how to link the other actors in the process, in how to materialize the desired changes and how to express them to communicate them. In my experience as a teacher of educators, I have known reflective and transformative processes carried out by educators who are in service. However, I have noticed that many need support to make the process more systematic and less random, as well as to communicate it with the perspective of contributing to other contexts.<\/p>\n

Second, regarding the article, I have questions about how to bring to reality that ought to be, such as:<\/p>\n

(…) Learning is therefore best facilitated in a context of mutuality and respect in which participants feel valued. A typical trait in adult education is that a high degree of participation is expected from everybody. This includes learners taking responsibility for their learning and engaging in open and authentic dialogue within the learning environments. Within the classroom, healthy forms of communication and freedom to critique and choose is facilitated, and students\u2019 initiative and autonomy are promoted (Barret 2012).<\/p>\n

When I recall some experiences of adult education here in Germany, specifically that of a friend who takes a German language course with refugees and that of another friend (not German) who has been a refugee language teacher, it is difficult for me to see as real that ought to be already mentioned. Some of the refugees are aggressive, or are not interested in listening to a woman as a classmate or as a teacher, or are not interested in taking responsibility for their learning. So, what to do?<\/a><\/p>\n

_________________________________________________________________________________<\/p>\n

Comentario de \u00a0<\/strong>Julio C\u00e9sar Tovar-G\u00e1lvez<\/strong><\/span><\/h2>\n

Colombia, Martin-Luther-Universit\u00e4t Halle-Wittenberg, Alemania<\/strong><\/p>\n

He le\u00eddo el art\u00edculo de Shermaine Barrett y me suscita dos aspectos:<\/p>\n

Primero, ver la pr\u00e1ctica reflexiva como un instrumento esencial para la formaci\u00f3n de profesores, en todas las \u00e1reas, todos los niveles educativos y en todos los momentos y escenarios. Una pr\u00e1ctica reflexiva abre las puertas a la auto-investigaci\u00f3n y a la investigaci\u00f3n en el aula. Pienso que este es un importante camino, a trav\u00e9s del cual los profesores se empoderan de su rol y pueden aportar a transformar su contexto educativo.<\/p>\n

Cuando hablo de auto-investigaci\u00f3n, me refiero a esos procesos de auto-cuestionamiento sobre los propios prejuicios, creencias, saberes, pr\u00e1cticas y perspectivas; pero tambi\u00e9n con el objetivo de transformarlos. No s\u00f3lo lo que respecta a la diversidad y sobre c\u00f3mo gestionarla en el aula, sino tambi\u00e9n en todos los \u00e1mbitos pedag\u00f3gicos y did\u00e1cticos del ser maestro.<\/p>\n

Cuando hablo de investigaci\u00f3n en el aula, me refiero a que es pr\u00e1ctica reflexiva ya no s\u00f3lo es cuesti\u00f3n de los profesores, sino tambi\u00e9n de toda la comunidad educativa. En este sentido, todos se cuestionan sobre el sentido de la educaci\u00f3n, sobre sus roles, sobre los perfiles, sobre los procesos, etc. Y es desde esa reflexi\u00f3n que la comunidad puede transformar su realidad.<\/p>\n

Sin embargo, creo que es necesario seguir apoyando a los profesores en la comprensi\u00f3n y desarrollo de esa reflexi\u00f3n sistem\u00e1tica, en c\u00f3mo vincular a los dem\u00e1s actores del proceso, en c\u00f3mo concretar los cambios deseados y en c\u00f3mo plasmarlo para comunicarlo. En mi experiencia como formador de profesores, he conocido procesos reflexivos y transformadores que llevan a cabo profesores que est\u00e1n en servicio. Sin embargo, he notado que muchos necesitan apoyo para hacer m\u00e1s sistem\u00e1tico el proceso y menos aleatorio, as\u00ed como para comunicarlo con la perspectiva de aportar a otros contextos.<\/p>\n

Segundo, respecto al art\u00edculo, tengo preguntas sobre c\u00f3mo llevar a la realidad el deber ser, tal como:<\/p>\n

(\u2026)El entorno ideal para el aprendizaje es, por ende, un clima de mutualidad y respeto en el que los participantes se sientan valorados. Un rasgo caracter\u00edstico de la educaci\u00f3n de adultos es que se espera un alto grado de participaci\u00f3n de todos los actores. Para ello es necesario que los alumnos se responsabilicen de su aprendizaje y tomen parte en un di\u00e1logo abierto y aut\u00e9ntico al interior de los ambientes de aprendizaje. En la sala de clases se propician las formas de comunicaci\u00f3n positivas y la libertad para criticar y escoger, al tiempo que se fomenta la iniciativa y la autonom\u00eda de los alumnos (Barrett 2012). <\/em><\/p>\n

Al recordar algunas experiencias de educaci\u00f3n de adultos aqu\u00ed en Alemania, espec\u00edficamente la de una amiga quien toma curso de lengua alemana con personas refugiadas y la de otra amiga (no alemana) quien ha sido profesora de lengua de refugiados, me es dif\u00edcil ver como algo real ese deber ser ya citado. Algunos de los refugiados son agresivos, o no les interesa escuchar a una mujer como compa\u00f1era de clase o como profesora, o no les interesa hacerse responsables de su aprendizaje. Entonces, \u00bfQu\u00e9 hacer?<\/p>\n

_________________________________________________________________________________<\/p>\n

These are the links to the AED 84\/2017 publication in three languages:
\nEnglish<\/a>
\nFran\u00e7ais<\/a>
\nEspa\u00f1ol<\/a><\/p>\n

Estos son los links para acceder a la publicaci\u00f3n en tres idiomas:
\nIngl\u00e9s<\/a>
\nFranc\u00e9s<\/a>
\nEspa\u00f1ol<\/a><\/p>\n

Voici les liens vers la publication en trois langues:
\nAnglais\u00a0<\/a>
\nFran\u00e7ais<\/a>
\nEspagnol<\/a><\/p>\n

Follow the ICAE Virtual Seminar also\u00a0here<\/a>.<\/p>\n

Veuillez utiliser\u00a0<\/em><\/strong>google translator<\/em><\/strong><\/a>\u00a0pour traduire les articles qui ne sont pas en fran\u00e7ais<\/em><\/strong><\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

Para el texto en castellano apriete aqu\u00ed Julio C\u00e9sar Tovar-G\u00e1lvez comments on the article “Building the capacity of adult educators to create inclusive classrooms\u201d Colombia, Martin-Luther-Universit\u00e4t Halle-Wittenberg, Germany I have read Shermaine Barrett’s article and it makes me think of<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"footnotes":""},"categories":[6],"tags":[],"_links":{"self":[{"href":"http:\/\/virtualseminar.icae.global\/index.php?rest_route=\/wp\/v2\/posts\/402"}],"collection":[{"href":"http:\/\/virtualseminar.icae.global\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"http:\/\/virtualseminar.icae.global\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"http:\/\/virtualseminar.icae.global\/index.php?rest_route=\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"http:\/\/virtualseminar.icae.global\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=402"}],"version-history":[{"count":1,"href":"http:\/\/virtualseminar.icae.global\/index.php?rest_route=\/wp\/v2\/posts\/402\/revisions"}],"predecessor-version":[{"id":403,"href":"http:\/\/virtualseminar.icae.global\/index.php?rest_route=\/wp\/v2\/posts\/402\/revisions\/403"}],"wp:attachment":[{"href":"http:\/\/virtualseminar.icae.global\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=402"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"http:\/\/virtualseminar.icae.global\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=402"},{"taxonomy":"post_tag","embeddable":true,"href":"http:\/\/virtualseminar.icae.global\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=402"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}