Collaborative networks are considered a critical factor in developing the human species and any living being. Life would not be possible without the dynamic interaction between plants, animals, micro-organisms, non-living beings, and their environment. Nor would human life be possible without considering its physical, social, cultural, and technological environments as a unitary network living within a historical context.
This book presents a diversity of epistemological and methodological proposals that are acting in complicated socio-educational settings, supporting and developing transformation projects. These represent a different orientation of the hegemonic practices and models, based on other assumptions in matters as essential as the vision of knowledge, the methodological procedures, the consideration of the participating subjects and the institutional and academic practices of doing research.
This text, which invites us to think as researchers as well as to think about what it means to be a researcher, is one of the contributions of the REUNI+D network of excellence, made up of eleven research groups in the field of education from as many universities.
This book gives an account of what has happened to us during the three intense years in which researchers and teachers in early childhood, primary and secondary education have walked together with the desire to understand how we learn inside and outside schools. In this transit they have given us their time, their cartographic scores, their stories and their learning trajectories.
In this text we have incorporated the 76 papers accepted for communication in the Symposium, contributions that account for research and projects carried out in recent years.
The communications included in this work correspond to those accepted by the reviewers after a selective double-blind process, which are accompanied by the reports made in each of the working groups. The present book of is structured in four blocks: the first three refer to the axes in which the selected works have been structured, and which correspond to “Narrative methodologies such as participatory excellence”; “Participatory Methodologies in Educational Contexts”; “Other methodological perspectives”. And the fourth chapter deals with the aforementioned rapporteurships.
In the last two decades the teaching profession has increasingly lost autonomy and become subject to political change that has introduced a market orientation to both educational organisation and culture. The stages that the teaching profession has gone through can be characterised as: pre-professional; autonomy; collegial and the post-professional age.