Formación de docentes de inglés en clave de territorio: reflexiones y tensiones sobre aprendizaje comunitario participativo
DOI:
https://doi.org/10.29197/cpu.v23i45.779Palabras clave:
pedagogía universitaria, inglés como segunda lengua, participación comunitaria, multilingüismo, formación de docentes, pedagogía críticaResumen
El objetivo de este artículo es analizar, desde una experiencia de cinco años de implementación del Aprendizaje Comunitario Participativo (ACP), cómo se transforma la formación de docentes de inglés cuando el aula universitaria se abre al territorio comunitario y qué tensiones, aprendizajes y desafíos institucionales emergen de ese desplazamiento. Se busca, además, ofrecer una mirada situada acerca de cómo se (re)configura el aula universitaria en ese proceso. De este modo, se recurre a los conceptos de territorialización, desterritorialización y reterritorialización con el fin de explorar los límites curriculares, institucionales y afectivos que organizan la formación docente, así como las posibilidades de desbordarlos críticamente mediante prácticas pedagógicas cultural y lingüísticamente sostenibles. Se plantea que el ACP, en diálogo con una concepción dinámica del multilingüismo, puede constituirse en un espacio de oportunidad para la preparación pedagógica del futuro profesorado de inglés, siempre que se reconozcan sus tensiones, entre ellas la fragilidad de los vínculos universidad-comunidad, las barreras institucionales y las contradicciones éticas que surgen cuando la experiencia comunitaria se integra al currículo. Por último, se exponen las implicaciones para la pedagogía universitaria y se recomienda la institucionalización del ACP en programas de TESOL.
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