Narrativas estudiantiles sobre experiencias significativas de aprendizaje que favorecen compromiso y agencia
DOI:
https://doi.org/10.36901/em.v11i1.1719Palabras clave:
compromiso, affordances, educación superior, trayectorias educativasResumen
El artículo indaga cómo emergen el compromiso y la agencia en estudiantes de nivel superior a partir de experiencias significativas de aprendizaje. Al mismo tiempo busca identificar los momentos formativos que contribuyeron a su desarrollo en las trayectorias estudiantiles y recuperar, desde la perspectiva de los propios estudiantes, aquellas experiencias que promovieron instancias de compromiso y agencia a lo largo de su formación. Metodológicamente se trata de un estudio cualitativo, basado en narrativas recogidas de 65 estudiantes de instituciones superiores del sur de Córdoba, Argentina. Los resultados se agrupan en tres categorías clave: (1) momentos situados y progresivos de agencia y compromiso, (2) transformación del entorno a través de la acción docente y estudiantil, y (3) oportunidades de acción y percepción de affordances en el contexto educativo. Las conclusiones principales indican que el compromiso y la agencia no son rasgos individuales fijos, sino prácticas situadas que emergen en contextos educativos que ofrecen relaciones pedagógicas significativas, tareas auténticas y oportunidades reales de participación. La percepción de affordances pedagógicas — entendidas como posibilidades significativas de acción— resulta crucial para activar el compromiso genuino y la agencia estudiantil. El estudio destaca la importancia de asumir el riesgo educativo e insta a transformar las prácticas docentes desde enfoques más dialógicos, flexibles y contextualmente relevantes.
Descargas
Referencias
Aspbury-Miyanishi, E. (2022). The affordances beyond what one does: Reconceptualizing teacher agency with Heidegger and Ecological Psychology. Teaching and Teacher Education, 113, 1-9. https://doi.org/10.1016/j.tate.2022.103662
Aspbury-Miyanishi, E. (2024). The perception of affordances: Towards an ecological-enactive model of teacher noticing, expertise and development. Professional Development in Education, 1-13. https://doi.org/10.1080/19415257.2024.2374340
Bergdahl, N., Bond, M., Sjöberg, J. et al. (2024) Unpacking student engagement in higher education learning analytics: a systematic review. International Journal of Educational Technology in Higher Education, 21, 63. https://doi.org/10.1186/s41239-024-00493-y
Biesta, G. (2013). Beautiful Risk of Education (1st ed.). Routledge. https://doi.org/10.4324/9781315635866
Biesta, G., & Tedder, M. (2007). Agency and learning in the lifecourse: Towards an ecological perspective. Studies in the Education of Adults, 39(2), 132-149. https://doi.org/10.1080/02660830.2007.11661545
Connelly, F. M., & Clandinin, D. J. (1999). Shaping a professional identity: Stories of educational practice. Teachers College Press.
Connelly, F. M., & Clandinin, D. J. (2006). Narrative inquiry. En J. Green, G. Camili & P. Elmore (Eds.), Handbook of Complementary Methods in Education Research. Lawrence Erlbaum.
Craig, C., & Ross, V. (2008). Cultivating the image of teachers as curriculum makers. En F. M. Connelly, M. F. He & J. Phillion (Eds.), Cultivating the Image of Teachers as Curriculum Makers (pp. 282-305). SAGE Publications, Inc. https://doi.org/10.4135/9781412976572.n14
Emirbayer, M., & Mische, A. (1998). What is agency? American Journal of Sociology, 103(4), 962-1023. https://doi.org/10.1086/231294
Espinoza, S., Orozco, P., & Yellamelli, N. (2023). Faculty-Driven Student Engagement in Community-Engaged Projects: An Undergraduate Perspective. Journal of Community Engagement and Scholarship, 15(2), 13. https://jces.ua.edu/articles/10.54656/jces.v15i2.509
Eteläpelto, A., Vähäsantanen, K., Hökkä, P., & Paloniemi, S. (2013). What is agency? Conceptualizing professional agency at work. Educational Research Review, 10, 45-65. https://doi.org/10.1016/j.edurev.2013.05.001
Fredricks, J. A. (2023). Getting Students Engaged in Learning. National Association of State Boards of Education, sept, 6-12. https://files.eric.ed.gov/fulltext/EJ1404402.pdf
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109. https://doi.org/10.3102/00346543074001059
Fredricks, J. A., Filsecker, M., & Lawson, M. A. (2016). Student engagement, context, and adjustment: Addressing definitional, measurement, and methodological issues. Learning and Instruction, 43, 1-4. https://doi.org/10.1016/j.learninstruc.2016.02.002
Gibson, J. J. (1986). The ecological approach to visual perception. ProQuest Ebook Central. Online Classic Edition published 2014. https://ebookcentral-proquestcom.manchester.idm.oclc.org
Glaser, B., & Strauss, A. (1967). The Discovery of Grounded Theory: Strategies for Qualitative Research. Sociology Press.
Glass, K., Glass, C. R., & Lynch, R. J. (2016). Student engagement and affordances for interaction with diverse peers: A network analysis. Journal of Diversity in Higher Education, 9(2), 170-187. https://doi.org/10.1037/a0039726
Gottlieb, D. (2012). Beyond a rule-following model of skillful practice in teacher development. Educational Theory, 62(5), 501-516. https://doi.org/10.1111/j.1741- 5446.2012.00459.x
Grossman, P., Compton, C., Igra, D., Ronfeldt, M., Shahan, E., & Williamson, P. W. (2009). Teaching Practice: A Cross-Professional Perspective. Teachers College Record, 111(9), 2055-2100. https://doi.org/10.1177/016146810911100905
Holland, D., Lachicotte, W. Jr., Skinner, D., & Cain, C. (1998). Identity and Agency in Cultural Worlds. Harvard University Press.
Holmes, A. F., Webb, K. J., & Albritton, B. R. (2022). Connecting students to community: Engaging students through course embedded service-learning activities. International Journal of Management Education, 20(1), Article 100610. https://doi.org/10.1016/j.ijme.2022.100610
Kahu, E. (2003). Framing student engagement in higher education. Studies in Higher Education, 38(5), 758-773. https://doi.org/10.1080/03075079.2011.598505
Klemenčič, M. (2017). From student engagement to student agency: Conceptual considerations of European policies on student-centered learning in higher education. Higher Education Policy, 30(1), 69-85. https://doi.org/10.1057/s41307-016-0023-4
Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge University Press. https://doi.org/10.1017/CBO9780511815355
Lipponen, L., & Kumpulainen, K. (2011). Acting as accountable authors: Creating interactional spaces for agency work in teacher education. Teaching and Teacher Education, 27(5), 812-819. https://doi.org/10.1016/j.tate.2011.01.001
Martin, J., & Torres, A. (2016). User’s Guide and Toolkit for the Surveys of Student Engagement: The High School Survey of Student Engagement and the Middle Grade School Survey of Student Engagement. National Association of Independent Schools. https://www.nais.org/analyze/student-engagement-surveys/
Moore, I. (2022). The effect of student voice on the perception of student agency. International Journal of Educational Research, 112, Article 101923. https://doi.org/10.1016/j.ijer.2022.101923
Nolen, S. B., & Koretsky, M. D. (2018). Affordances of Virtual and Physical Laboratory Projects for Instructional Design: Impacts on Student Engagement. IEEE Transactions on Education, 61(3), 226-233. https://ieeexplore.ieee.org/document/8269365
Podolefsky, N. S., Rehn, D., & Perkins, K. K. (2013). Affordances of play for student agency and student-centered pedagogy. AIP Conference Proceedings, 1513, 306-309. https://doi.org/10.1063/1.4789713
Priestley, M., Biesta, G. J. J., & Robinson, S. (2015). Teacher Agency: An Ecological Approach. Bloomsbury Academic.
Pyysiäinen, J. (2021). Sociocultural affordances and enactment of agency: A transactional view. Theory & Psychology, 31(4), 491-512. https://doi.org/10.1177/0959354321989431
Reeve, J., & Tseng, C. M. (2011). Agency as a fourth aspect of students’ engagement during learning activities. Contemporary Educational Psychology, 36(4), 257-267. https://doi.org/10.1016/j.cedpsych.2011.05.002
Reschly, A., & Christenson, S. (2012). Handbook of Research on Student Engagement. Springer.
Rietveld, E., & Kiverstein, J. (2014) A Rich Landscape of Affordances. Ecological Psychology, 26, 325-352. https://doi.org/10.1080/10407413.2014.958035
Rigo, D. (2020). Percepciones del estudiantado argentino de nivel superior acerca del compromiso, clima del aula virtual y tendencias a futuro: entre posibilidades y limitaciones en tiempos de pandemia. Innovaciones Educativas, 22(Especial), 143-161. https://doi.org/10.22458/ie.v22iEspecial.3132
Rigo, D. (2021). Percepciones de estudiantes sobre compromiso académico y clima del aula. Tendencias pasadas, presentes y futuras sobre una educación superior en transición. ENSAYOS, Revista de la Facultad de Educación de Albacete, 36(2), 77-96. https://doi.org/10.18239/ensayos.v36i2.2640
Rigo, D. (2024). Prácticas educativas: compromiso y agencia en los aprendizajes. Un estudio en contexto de formación permanente. Formação Docente - Revista Brasileira de Pesquisa sobre Formação de Professores, 16(35), e814. https://doi.org/10.31639/rbpfp.v16.i35.e814
Rigo, D. (2025). Territorios educativos y compromiso académico: percepciones de un grupo de futuros formadores. Revista Educación, XXXIV (66). https://doi.org/10.18800/educacion.202501.A008
Rigo, D., & Squillari, R. (2023). El oficio de ser docente. Agencia y pareja pedagógica. Revista Educación, Formación e Investigación, 9(12), 79-94. https://dgescba.edu.ar/wp/wpcontent/uploads/2023/12/Revista_EFI_Vol_9_N_16_12_2023_v1.pdf
Roth, W. M. (2002). Becoming in the classroom: Learning to teach in/as praxis. En W. M. Roth & D. R. Lavoie (Eds.), Models of Science Teacher Preparation: Theory into Practice (pp. 11-30). Springer.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. https://doi.org/10.1037/0003-066X.55.1.68
Tweed, A. D., & Reinders, H. (2023). Agency and Affordances in Study Abroad. Education Sciences, 13(4), 327. https://doi.org/10.3390/educsci13040327
Descargas
Publicado
Número
Sección
Licencia
Derechos de autor 2025 Daiana Y. Rigo, Alejandra M. Delgado, María Lucrecia Piñeiro, Guadalupe Guarido
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
