Construir comunidades eco-narrativas en la escuela: Una investigación cualitativa a partir de una práctica de escritura basada en el lugar
DOI:
https://doi.org/10.7346/-fei-XXIII-01-25_08Palabras clave:
Educación al aire libre, Educación secundaria, Escritura basada en el lugar, Comunidad narrativaResumen
Este artículo explora el constructo de comunidad eco-narrativa a partir de una investigación-acción que examinó la escritura basada en el lugar en el contexto de la educación secundaria. En el marco de diversos enfoques que conciben el aula como una comunidad de aprendizaje, se analiza el constructo de comunidad narrativa (Jedlowski, 2009, 2022) por su potencial pedagógico, junto con el de comunidad ecológica, como horizonte desde el cual entender la educación al aire libre. Los procesos y temas surgidos de las experiencias del alumnado se exploran desde una perspectiva fenomenológica, a partir del análisis de grupos focales, entrevistas semiestructuradas y textos poético-narrativos escritos al aire libre. El análisis pone de relieve las dimensiones generativas de la soledad, la escucha mutua sostenida por la curiosidad, describiendo una experiencia educativa encarnada. Las dinámicas relacionales emergentes se vinculan con las dimensiones afectivas y el reconocimiento recíproco. Sin embargo, la aplicación educativa del concepto de comunidad eco-narrativa está aún en sus primeras fases, y se subraya la necesidad de seguir investigando y desarrollando prácticas en este sentido.
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