Del Lesson Studies al Lesson Study italiano: un Proceso de Transposición Cultural

Palabras clave: Lesson Study. Transposición cultural. Italia. China y Japón. Educación matemática.

Resumen

En este artículo trazamos un recorrido que da cuenta del trabajo de Transposición del Lesson Study (LS) de la cultura oriental a la italiana a través de la perspectiva dada por el enfoque de la Transposición Cultural. En ella, el encuentro con una cultura diferente es visto como un medio capaz de suscitar en los docentes nuevas y más profundas reflexiones sobre sus propios hábitos y prácticas educativas. Llamamos al producto de este proceso el “Lesson Study Italiana” (ILS): no está establecido a priori, sino que depende de las solicitudes a los participantes que los investigadores, como formadores de docentes, eligieron implantar en él. En particular, presentamos 4 ejemplos de ILS llevados a cabo en diferentes años escolares (1, 5, 8, 9), para resaltar cómo cada equipo de LS respondió a estas solicitudes a través de sus elecciones de diseño sobre la Clase de Investigación y las reflexiones críticas de los diferentes participantes. En base a esta descripción, en las conclusiones esbozamos algunas características comunes y diferencias entre los ejemplos, con el fin de resaltar reflexiones más generales sobre las posibles formas de implementar LS en culturas distintas de las orientales.

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Biografía del autor/a

Ferdinando Arzarello, Department of Mathematics “G. Peano”; University of Torino
Department of Mathematics “G. Peano”; University of Torino
Maria Giuseppina Bartolini Bussi, Department of Educational and Human Science; University of Modena e Reggio Emilia
Department of Educational and Human Science; University of Modena e Reggio Emilia
Silvia Funghi, Department of Mathematics “G. Peano”; University of Torino
Department of Mathematics “G. Peano”; University of Torino
Carola Manolino, Department of Social and Human Science; University of Valle d’Aosta
Department of Social and Human Science; University of Valle d’Aosta
Riccardo Minisola, Department of Mathematics “G. Peano”; University of Torino
Department of Mathematics “G. Peano”; University of Torino
Alessandro Ramploud, Department of Mathematics; University of Pisa
Department of Mathematics; University of Pisa

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Publicado
2023-05-08
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Cómo citar
Arzarello, F., Bartolini Bussi, M. G., Funghi, S., Manolino, C., Minisola, R., & Ramploud, A. (2023). Del Lesson Studies al Lesson Study italiano: un Proceso de Transposición Cultural. PARADIGMA, 44(2), 340-375. https://doi.org/10.37618/PARADIGMA.1011-2251.2023.p340-375.id1423