Discurso instruccional en geografía ante el discurso regulativo

Osvaldo Muniz-Solari

doi:10.17533/udea.unipluri.362470

Autores/as

Osvaldo Muniz-Solari Texas State University, USA

DOI:

https://doi.org/10.17533/udea.unipluri.362470

Palabras clave:

Enseñanza-aprendizaje, enseñanza de la Geografía, recontextualización

Resumen

La creciente y compleja influencia del discurso regulativo tiene un efecto de poder controlador sobre el discurso instruccional que se centra en el conocimiento geográfico. El autor analiza las condiciones que motivan las acciones del discurso regulativo de autoridades públicas, agentes privados y actores sociales. Ante tales influencias del discurso regulativo, el autor propone estrategias para la recontextualización del conocimiento geográfico en el aula de clase. Estas estrategias permitirían crear un enlace eficiente entre el discurso instruccional y el regulativo.

|Resumen

= 13 veces | PDF

= 17 veces|

Descargas

Los datos de descargas todavía no están disponibles.

Biografía del autor/a

Osvaldo Muniz-Solari, Texas State University, USA

Es professor del Department of Geography and Environmental Studies. Profesor Honorario del estudios internacionales. Texas State University

Citas

Alvear, M. y Ball, S. (2019). Mapping new philanthropy and the heterarchical state: The mobilization for the national learning standards in Brazil. International Journal of Educational Development, 64, 65-73.

Apps, T., Beckman, K., Pawlicka, N. y Kidson, P. (2025). The nature of connection: parent’s experiences with school social media. Learning, Media and Technology, 1-16. https://doi.org/10.1080/17439884.2025.2541714

Basseches, J., Bromley-Trujillo, R., Boykoff, M., Culhane, T., Hall, H., Healy, N., Hess, D., Hsu, D., Krause, R., Prechel, H. Roberts, J. y Stephens, J. (2022). Climate policy conflict in the U.S. states: A critical review and way forward. Climatic Change, 170(32), 3-4.

Bernstein, B. (1990). The structuring of pedagogic discourse. Routledge.

Bernstein, B. (2000). Pedagogy, symbolic control, and identity: Theory, research, critique. Rowman and Littlefield.

Biström, E. y Lundström, R. (2021). Textbooks and action competence for sustainable development: an analysis of Swedish lower secondary level textbooks in geography and biology. Environmental Education Research, 27(2), 279-294.

Buzzelli, C. y Johnston, B. (2001). Authority, power, and morality in classroom discourse. Teaching and Teacher Education, 17, 873-884.

Caravaca, A., Moschetti, M. y Edwards, D. (2021). Privatización de la política educativa y gobernanza en red en la República Dominicana. Archivos Analíticos de Políticas Educativas, 29(128), 1-19.

Carroll, W. (2020). Fossil capitalism, climate capitalism, energy democracy: The struggle for hegemony in an era of climate crisis. Socialist Studies/Etudes Socialistes, 14(1), 1-26. https://doi.org/10.18740/ss27275

Chang, C-H. (2017). Curriculum making and geographical learning progressions en O. Muñiz Solari, M. Solem y R. Boehm (Eds), Learning progressions in geography education. International perspectives in geographical education (pp.111-123). Springer.

Chavez, C. (2024). How influential is petro-pedagogy on federal educational guidelines? A critical discourse analysis [Master Thesis, California State Polytechnic University].

González, J., Jordan, E., Blanco, D., Castillo, K., Ponce de León, F., Torres, J. y Vélez, F. (2010). Desaparición de los glaciares en el Parque Nacional de los Nevados en Colombia. Caso Santa Isabel y su investigación glaciofotogramétrica en C. López y J. Ramírez (Eds.), Glaciares, nieves y hielos de América Latina Cambio climático y amenazas (pp. 181-192). Colección Glaciares, Nevados y Medio Ambiente.

De Souza, L. y Golightly, A. (2023). Geography education for sustainable development through problem-based learning en O. Muñiz Solari y G. Schrüfer (Eds.), Understanding sustainability with pedagogical practice (pp. 119-131). Springer.

Gunella, C. y Rodrigo, J. (2022). Migration studies: How should we approach them? Learning through participatory practices. The so-close case study. International Journal of Qualitative Methods, 21. https://doi.org/10.1177/16094069221144504

Horden, J. (2021). Recontextualisation and the teaching of subjects. The Curriculum Journal, 32, 592-606.

Huang, H. (2022). Social media and the parental trust for teachers: A qualitative study in China. School Community Journal, 32(2) 93-112. http://www.schoolcommunitynetwork.org/SCJ.aspx

Humlen, P. (2025). Promoting equal protection and regulatory remedies for balanced civic education. Laws, 14(1) 1-23.

Jackson, F. (2014). Knowledge and knowers by Karl Maton. A review essay. Journal of Education, 59, 127-146.

Klaus, W. y Pachocka, M. (2019). Examining the global north migration policies: A “Push Out-Push Back” approach to forced migration. International Migration. https://doi-org.libproxy.txstate.edu/10.1111/imig.12575

Lee Rains, C. y Gann, C. (2024). The influences of overparenting on teachers: Perspectives from middle and high school teachers in an independent school. School Community Journal, 34(1) 335-356. http://www.schoolcommunitynetwork.org/SCJ.aspx

Leder, S. (2018). Transformative pedagogic practice. Education for sustainable development on water conflicts in geography education in India. Springer. https://doi.org/10.1007/978-981-13-2369-0

Legg, S. y Brown, M. (2013). Moral regulation: historical geography and scale. Journal of Historical Geography, 42, 134-139.

Lilliedahl, J. (2015). The recontextualization of knowledge: towards a social realist approach to curriculum and didactics. Nordic Journal of Studies in Educational Policy, 1(27008), 40-47

Maton, K. (2014). Knowledge and knowers: Towards a realist sociology of education. Routledge.

Massey, D. (2014). Taking on the world. Geography, 99(1), 36-39.

McGarr, O. y Lynch, R. (2021). Analysing the construction of ‘sustainability’ in lower school technology syllabi in Ireland. Environmental Education Research, 27(7), 992-1010.

Mejía-Cáceres, M. A., Huérfano, A., Raid, A. y Freire, L. M. (2021). Colombia’s national policy of environmental education: A critical discourse analysis. Environmental Education Research, 27(4), 571-594.

Mehran, G. (2010). Representations of Arabs in Iranian elementary school textbooks. En A. Mazawi y R. Sultana (Eds.), Education and the Arab world: Political projects, struggles, and geometries of power. Routledge. https://doi.org/10.4324/9781315083834

Muñiz Solari, O. (2021). Practicing powerful geographical knowledge to understand interdependence en M. Fargher, D. Mitchell y E. Till (Eds.), Recontextualising geography in education (pp. 109-128). Springer.

Muñiz Solari, O. (2023). Recontextualizing sustainability: Regulative and instructional discourses en O. Muñiz Solari y G. Schrüfer (Eds.), Understanding sustainability with pedagogical practice (pp. 3-14). Springer.

Nguyen, T., Leder, S. y Schruefer, G. (2021). Recontextualising education for sustainable development in pedagogic practice in Vietnam: Linking Bernsteinian and constructivist perspectives. Environmental Education Research, 27(3), 313.337.

Palacio, A., Pérez, Y. y Serrano, D. (octubre 22 de 2021). Aprendizaje basado en proyectos (ABP) y el método jigsaw en el estudio del paisaje. VI Congreso Internacional sobre Aprendizaje, Innovación y Cooperación (CINAIC), Madrid, España. DOI: 10.26754/CINAIC.2021.0057

Rodríguez, M. (2025). Resisting regulation: revealing orders of worth behind the debate over private education regulation in Peru. Journal of Education Policy, 40(3), 399-418.

Siskström, P., Valentini, C., Sivunen, A. y Kärkkäinen, T. (2024). Pedagogical agents communicating and scaffolding students’ learning: High school teachers’ and students’ perspectives. Computers & Education, 222.

Sorondo, J. (2024). Emocionalización de la educación y radicalización de la derecha neoliberal; la imposición de un nuevo deber ser docente. Revista de Educación, 1(34), 49-64. https://doi.org/10.37177/UNICEN/EB34-392

Standish, A. (2024). Towards an educational case for social and political issues in the geography curriculum. Journal of Philosophy of Education, 58, 495-513. https://doi.org/10.1093/jopedu/qhae013

Usher, J. (2024). I hate when we learn off the mountains and rivers because I don’t need to know where they all are on a blank map?! Irish pupils’ attitudes towards, and preferred methods of learning, primary geography education. Irish Education Studies, 43(4), 1141-1155.

Whittall, D. (2021). The role of students in the recontextualisation and transformation of powerful knowledge: A study of sixth form geography students en M. Fargher, D. Mitchell y E. Till (Eds.), Recontextualising geography in education (pp. 89-107). Springer.