Resumo

PARRA, Gustavo; HICKMAN, Hortensia; LANDESMANN, Monique  e  PASILLAS, Miguel Ángel. Pedagogical Transfer and Disciplinary Identity: A Case Analysis. REDIE [online]. 2017, vol.19, n.1, pp.98-109. ISSN 1607-4041.  https://doi.org/10.24320/redie.2017.19.1.1044.

The aim of this paper was to analyze the pedagogical transfer approach of the teacher training course in basic science, as part of the degree in psychology in Iztacala during the period from 1976 to 1985. The course was designed to reproduce the training project for psychologists. Interviews were conducted on the academic training of five representatives of the four graduating classes, who were picked to become the academics to inherit and continue this training model. Pedagogical transfer strategies from the training program were analyzed in a three-way connection with the meanings students gave to these strategies and their impact on the formation of an academic identity. The data reveals the social function of legitimated knowledge transfer practices that seek the development and perfection of subjects in training, but also the opacity of any training project in terms of the appropriation and differential significance of the pedagogical content that the program attempted to transmit, and which shaped their future identities as academics.

Palavras-chave : Training project; pedagogical transmission; identity.

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