Las educadoras y sus metáforas educativas: dos investigaciones en acción

Abstract

This article discusses two research-inaction projects that collect and analyze the educational metaphors of two groups of teachers engaged in the reflection oftheir own educational visions and practices. Both studies were qualitative in nature and the author was participan! researcher. Audiotapes, field notes, minutes and the participants= written reflections, documented a diversity of original metaphors produced in conversation sessions. The metaphors reflected personal visions on the child, learning and education. The collective analysis of the metaphors revealed hidden assumptions on the processes ofleaming and education, that in most cases, were explicitly unknown for the participants. On the basis ofthe findings, the value of the metaphor as a too! for analysis and educational transformation, is discussed.