Territorios de aprendizaje en niños vulnerables: Un acercamiento desde el aprendizaje Situado

Abstract

Within a broader study on critical skills of children in vulnerable conditions, space and territoriality appear as fundamental variables for understanding learning. This work shows the spatial organization that children make of their learning, within their schools (one urban, one rural). It introduces the concept of "vulnerability" in the Chilean public policy, it briefly analyzes the learning from a hegemonic perspective, showing some alternatives. The methodology takes part of the principles of action research, with the use of drawing maps and critical discourse analysis. The results show the enhancement of social and collaborative learning and the place of adults in the institution as the ones who make order. It ends with a reflection on the school as space and its potential uses in psycho-educational intervention.