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Periódico barrial de Villa Real y Versalles, barrios de la Ciudad Autónoma de Buenos Aires.

Autonomía Docente

marzo 2, 2010

Dicho tema, dicha realidad, es probable que me lleve a más de un artículo por presentar aquí. Así como también sería agradable recibir críticas, reflexiones y comentarios respecto a esto. Primero, porque siempre es mejor recibir otro punto de vista, una nueva manera de ver las cosas y, sobre todo, porque es ideal que exista la posibilidad de expresarnos y comunicarnos sobre temas tan importantes e influyentes en nuestras vidas, como docentes, como padres, como alumnos.
Mi objetivo al comenzar este escrito es hacer conocer, de la manera más subjetiva y completa posible, hasta qué punto el docente tiene, o no, autonomía en su rol y cómo influye esto en la educación.

Para esto relacionaré el tema con distintos factores que consideró influyen mucho a la hora de ejercer la docencia.
Estos serían: la irrupción de las nuevas tecnologías en el aula, los diseños curriculares y manuales como guías de los contenidos a trabajar, las características de los alumnos hoy en día (niños que trabajan para mantener su hogar, que cuidan a sus hermanos menores, niñas embarazadas, carencia de necesidades básicas), las nuevas funciones del docente frente a dichas características, la influencia de los padres (colaboración, ausencia, etc.), las consecuencias del trabajo en equipo (ventajes y/o desventajas), los distintos momentos de interrupción de las clases (feriados, actos escolares, reuniones, etc.) y la variedad de contextos.

Considero que estos son algunos de los más importantes factores que permiten que el docente sea capaz, o no, de mantener autonomía en el aula ya que todo ello influye, no sólo en el trabajo docente sino también en el desempeño del rol.
En un comienzo, trataré de caracterizar las repercusiones de cada uno de estos factores y relacionarlos con el rol docente, su desempeño en el aula y las ventajas o desventajas que cada uno le aporta a la hora de ejercer su autonomía, y también, cuál es la postura que el docente toma frente a ello, sea positiva o negativa.

Para esto incluiré ahora el significado de la autonomía docente ya que desde aquí es que partiré:

Si hablamos de autonomía en el ámbito educacional, podemos destacar que es el punto donde apunta la enseñanza de la escuela primaria, el cual es formar ciudadanos autónomos y críticos.

Cuando hablamos de autonomía profesional docente por supuesto que lo hacemos en los mismos términos de independencia y libertad, pero con un componente adicional en el educador: el papel del adulto como modelo, mediador, y modelador de criterios que deben regir, entre otras, las relaciones de grupo como elemento dentro del proceso que favorecerá el conocimiento de la identidad del niño y la necesidad autoafirmación, como bases para llegar a ser autónomos.

Dejo planteadas las hipótesis sobre el tema esperando recibir las palabras de los lectores y, así, compartirlas entre todos para un intercambio de conocimientos y formas de considerar nuestro rol como docentes y la posibilidad de que el mismo sea trabajado desde una autonomía a favor de todos.

¿Cómo se ve influenciada la autonomía docente? ¿Cuáles son los factores que intervienen a la hora de llevarla a cabo? ¿Cómo actúa el docente frente a ellos? ¿Logra el docente ser autónomo en su trabajo y en su rol?

Muchas gracias por su lectura y participación. Seguiremos refiriéndonos al tema en las siguientes publicaciones ya que, por mi parte, tengo mucho para desarrollar y plantear como reflexión a la hora de elegir ser conscientes de nuestra labor y participación en la vida de los alumnos que formamos día a día.

Marcela Capece. (Docente de Nivel Primario)

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