APRENDIZAJE-SERVICIO CRÍTICO EN LA FORMACIÓN INICIAL DEL PROFESORADO A TRAVÉS DE UN ITINERARIO CURRICULAR

  1. Mayka García García 1
  2. Ana Zarzuela Castro 1
  1. 1 Universidad de Cádiz
    info

    Universidad de Cádiz

    Cádiz, España

    ROR https://ror.org/04mxxkb11

Revista:
HOLOS

ISSN: 1807-1600 1518-1634

Año de publicación: 2021

Volumen: 37

Número: 2

Páginas: 1-20

Tipo: Artículo

Otras publicaciones en: HOLOS

Resumen

This article presents the keys of a curricular itineraryinserted in the Degree of Infant Education of theUniversity of Cadiz that incorporates the ServiceLearning from a critical option. In the first instance is thisperspective of Service-Learning, because the criticalextension of this methodology in higher education is theemptying of meaning. The research from which this workemerges is ethnographic and phenomenological innature, drinking from a documentary analysis of diariesand academic productions of students, as well as thecollection of information through interviews anddiscussion groups in which students and facultyparticipate implied. Results allowed to demonstrate theidentity signs from which the itinerary is enhanced andhow it is lived, as well as the critical aspects present bothin its design, as in its execution and impact. Theconclusions evaluated a link between the itinerary,critical pedagogy and its emancipatory projection in thecontext of initial teacher training. It is revealed as anitinerary oriented in Critical Service-Learning affects theconstruction of the professional identity of students,especially after the Final Degree Project.