Aprendizaje fronterizo en una transformación de currículo sensible al género en Zimbabue: un enfoque desde la teoría de la actividad

Autores/as

DOI:

https://doi.org/10.18593/r.v42i3.14215

Palabras clave:

CHAT, Aprendizaje fronterizo, Sensible al género, Transformación curricular

Resumen

Este artículo tiene como objetivo compartir las ideas de un proceso de aprendizaje fronterizo en una transformación curricular en Zimbabue. Se basa en las lentes dialécticas de la Teoría Histórico-Cultural de La Actividad (CHAT). Las acciones epistémicas de aprendizaje fronterizo fueron diseñadas/interpretadas utilizando herramientas de CHAT, doble estimulación, sistema de actividad y aprendizaje expansivo. Los principales hallazgos son dos tipos de aprendizaje fronterizo: individual e institucional. La individual se centró en cuestionar y confrontar las tensiones en la práctica curricular individual actual. La institucional se refiere a las relaciones de colaboración entre los niveles jerárquicos del sistema de educación de maestros en Zimbabue. Señalamos la necesidad de rigor teórico y conceptual en los estudios sobre transformación, argumentando que se debe prestar atención a la evidencia empírica de transformación/transgresión de las prácticas actuales en cualquier proceso expansivo de aprendizaje. También es necesario pensar en la brecha política-práctica, especialmente en el desarrollo curricular.

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Biografía del autor/a

Charles Chikunda, Department of Education, Rhodes University(Hoedspruit/Limpopo – South Africa)

Doutor e Mestre em Educação pela Universidade Federal de Pelotas (UFPel), com formação de Graduação em Licenciatura em Pedagogia (Unopar) e em Bacharelado em Ciência da Computação (UCPel). Também é Especialista em Educação (UFPel) e em Linguagens Verbais e Visuais (IF-Sul). Professor do Departamento de Ciências da Educação da Universidade Federal de Rondônia (UNIR), desenvolve estudos sobre prática pedagógica, formação de professores, psicologia educacional, metodologia de pesquisa, educação a distância, educação inclusiva, avaliação de aprendizagem, linguística textual e saúde coletiva. É líder do Grupo de Pesquisa "Educação, Psicologia Educacional e Processos Formativos" da UNIR, cujas linhas de pesquisa são Educação e Psicologia Histórico-Cultural (CHAT), Pesquisas Intervenção e Produção de Saberes e a Formação Continuada de Professores. Em seu Doutoramento, realizou estágio na Universität Siegen (Alemanha) e apresentou sua pesquisa na Moscow State University of Psychology and Education - MSUPE (Rússia).

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Publicado

2017-12-04

Cómo citar

CHIKUNDA, Charles; CHIKUNDA, Plaxcedes; CASTRO, Rafael Fonseca de. Aprendizaje fronterizo en una transformación de currículo sensible al género en Zimbabue: un enfoque desde la teoría de la actividad. Roteiro, [S. l.], v. 42, n. 3, p. 497–522, 2017. DOI: 10.18593/r.v42i3.14215. Disponível em: https://periodicos.unoesc.edu.br/roteiro/article/view/14215. Acesso em: 10 may. 2026.

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Vol. 42 Núm. 3 (2017): Roteiro set./dez. 2017

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Artigos

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Los autores conservan los derechos de autor y otorgan a la Revista el derecho de primera publicación, con el trabajo licenciado simultáneamente bajo una Licencia Creative Commons – Atribución – 4.0 Internacional.

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