Las concepciones de ser maestros en el contexto de la acción colectiva de las redes magisteriales en Bogotá: el caso de: nuevos maestros por la educación

Abstract

This research project aims to recognize the conceptions of being teachers that are configured in the collective action of the teachers' network of New Teachers for Education (NME). In the elaboration of the theoretical-conceptual framework, three concepts are exposed, the first is the teacher subject, where a historical study was carried out in which the constitution of being a teacher in the 19th and 20th centuries is made visible, currents or methods are explained. pedagogical methods used in educational settings in Colombia since the 19th century and discusses the configuration of the teacher from the appearance of the school and the discussion around pedagogy. In the second section of the conceptual framework, the theories related to collective action are presented, so that social movements, frameworks and forms of collective action that could support the collective practices of the NME Magisterial network are conceptualized. Finally, the concept of teacher networks made up of teachers and teachers is studied. The methodological framework was placed from the critical social perspective that made it possible to identify the subjects involved in the research, their contexts, their actions and interests; On the other hand, we worked from the qualitative approach that allowed us to assess the interactions and feelings of the members of the group; In addition, the epistemology of the known subject was used so that the subjects of the investigation were people who participated in the investigative act and contributed to the materialization of the project. As methodological instruments, the characterization format of the NME collective was implemented, 11 members of the teachers' collective were interviewed and an analysis of the documents written by its members was made. The investigation allows us to conclude that being a teacher is the result of historical processes and pedagogical legacies, therefore, the Pedagogical Movement has been fundamental in the political formation of the Colombian teaching profession and in recognizing teachers as intellectuals, pedagogues and workers of the culture, understanding that teachers are subjects of knowledge and political subjects that transcend the school environment and that contribute to social transformation from alternative and emancipatory bets (Jaimes, 2018).