Comunidades de aprendizaje en contextos no formales. La experiencia de un taller de tejido

Abstract

El propósito de este artículo es describir y analizar los rasgos que propician la creación de una comunidad potencial para el aprendizaje en un contexto no formal; en este caso, el estudio se realiza en un taller de tejido. Participaron aproximadamente 11 mujeres, con edades entre los 25 y los 70 años, quienes asistieron durante el año 2010 a un taller de tejido que se desarrolló en una Asociación Vecinal dependiente de la Municipalidad de la ciudad de Río Cuarto, Argentina. Los datos fueron recabados a través de observaciones de clases, entrevistas a los participantes y a la profesora del curso. Los resultados de la investigación muestran que en este contexto no formal se fomenta el despliegue de algunas dimensiones propias de las comunidades de aprendizaje, como: la retroalimentación, la autonomía, las metas compartidas, la identidad, problemas genuinos y la construcción colaborativa del conocimiento. Los resultados hallados refuerzan las tendencias actuales en el campo de la Psicología Educacional, sobre el valor del contexto de aprendizaje, es decir, en el modo en que las personas crean contextos a través de la relación que se establece entre la persona y los componentes de una actividad. The creation of learning communities in non formal context education is an important issue in the current agenda Educational Psychology. Various studies have addressed the learning processes that take place in formal context, but less attention has been paid to the role learning of non-formal context. That is why the purpose of this article is to describe and analyze the features that encourage community building potential for learning in a non-formal context; in this case, the study is carried out especially on a weaving workshop. Study participants were about 11 women between 25 and 70 years old, attended in 2010 a weaving workshop which took place in a dependent neighbourhood association of the Municipality of the city of Río Cuarto. Data were collected through classroom observations and interviews with participants and the course instructor. The research result show that in this non-formal context encourages deployment of some dimensions characteristic of learning communities –feedback, autonomy, shared goals, identity, genuine problems and collaborative construction of knowledge-. However, for participants, this context has different functions in their work and everyday life. The results found provide support to current trends in the field of Educational Psychology that emphasize the value of learning context and the way which people create contexts through the relationship established between the person and the components of activity.

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