ABSTRACT

Background

Education is increasingly a bureaucratized, standardized and regulated service in which everything is decided by the ‘experts’. There is an abandonment of the concept of education centred on the subject, social progress and collective transformation. Thus, education in general and teacher-training in particular, need innovative approaches that question the role of schools with regard to the social reproduction and neoliberalism. Critical pedagogies must develop practical propositions for transformation beyond theoretical criticism. In this sense, one of these possibilities is the philosophy of emancipation, which demands that students participate in their own education to recognize themselves as active social agents in the process of transformation and as authors in the construction of their own world.

Purpose

This study is an outline and an evaluation of an experience that was based on the main objective of emancipating the students of a Master’s degree in Physical Education in Secondary Education Teaching in order to carry out their own Action Research (AR) projects.

Methods

The study was carried out through the planning of three cycles of AR, and a teaching role closely associated to the pedagogy of ignorance. Data from the study was collected through reflective journals from the teachers (n = 2) and the participating students (n = 90). Added to this were two discussion groups, developed for the purpose of giving the students a more active voice.

Findings

The results show, on the one hand, how the combination of the pedagogy of ignorance and the cycles of AR required students to act with autonomy and responsibility; however, although they valued this precept in the end, they asked for more intervention by teachers. Their overriding feeling of needing to ‘be taught’ made the study, unexpectedly, resemble a simulation. On the other hand, the methodology demanded that the authors of the study to not only maintain distance and not intervene but also to continually reconsider their role and authority in the classroom.

Conclusions

Based on this study, the conclusions are that the course was designed too extensively planning fewer cycles might have resolved the sensation of the emotional distance that was perceived by the students. Reflection on the dynamics of the course also bred a feeling that the objectives of the study could have been shared with the students sooner to have obtained more accurate results. Despite these complications, it was a process of intense reflection and pedagogical learning, and a valuable experience on many levels.

中文翻译：

---

解放还是模拟？PETE 中的无知教育学和行动研究

摘要

背景

教育越来越官僚化、标准化和规范化，一切都由“专家”决定。放弃了以主体、社会进步和集体改造为中心的教育理念。因此，一般教育，特别是教师培训，需要创新的方法来质疑学校在社会再生产和新自由主义方面的作用。批判教学法必须为超越理论批评的转变提出实用命题。从这个意义上说，其中一种可能性是解放哲学，它要求学生参与自己的教育，承认自己是变革过程中积极的社会代理人，是构建自己世界的作者。

目的

本研究是对一项经验的概述和评估，其主要目标是解放中等教育教学中体育硕士学位的学生，以便开展他们自己的行动研究 (AR) 项目。

方法

该研究是通过三个 AR 周期的规划以及与无知教育学密切相关的教学角色进行的。该研究的数据是通过教师 ( n  = 2) 和参与学生 ( n  = 90)的反思日志收集的。除此之外还有两个讨论组，目的是让学生有更积极的发言权。

发现

结果表明，一方面，无知教学法与 AR 循环的结合如何要求学生以自主和负责任的方式行事；不过，虽然他们最后还是很看重这个戒律，但还是要求老师多多介入。他们需要“被教导”的压倒一切的感觉使这项研究出乎意料地类似于模拟。另一方面，该方法要求研究的作者不仅要保持距离和不干预，还要不断重新考虑他们在课堂上的角色和权威。

结论

根据这项研究，得出的结论是，课程设计过于广泛，计划较少的周期可能会解决学生感知到的情感距离感。对课程动态的反思也让人觉得，本可以更早地与学生分享研究目标，以获得更准确的结果。尽管存在这些复杂情况，但这是一个深入反思和教学学习的过程，并且在许多层面上都是宝贵的经验。