Salir de la sombra. Una revisión sistemática sobre shadowing como propuesta metodológica para la investigación educativa

Autores/as

DOI: https://doi.org/10.6018/rie.464151
Palabras clave: investigación social, etnografía, observación, escuela, docente

Resumen

Cuando hablamos de investigación educativa, hacemos referencia a un campo de conocimiento disputado por múltiples disciplinas y organismos internacionales, que pueden dejar en la sombra a los actores escolares. El shadowing es una estrategia etnográfica relativamente novedosa en los entornos académicos de habla hispana, que justamente emerge con la intención de acentuar el valor que tiene para la investigación educativa, la observación de contextos y comunidades específicas. El objetivo del presente artículo es dar a conocer cuáles son las principales características, posibilidades y limitaciones del shadowing para la investigación educativa. A partir de un enfoque cualitativo, se ha llevado a cabo una revisión de literatura de 37 artículos científicos que describen y reportan resultados sobre su uso. Los resultados reportan (1) origen, ámbitos de aplicación y caracterización, (2) experiencias y usos de la estrategia y (3) las implicancias ético-pragmáticas de la estrategia. Adicionalmente, se plantean algunas reflexiones finales sobre su utilidad y validez a la hora de generar conocimiento educativo focalizado en lo local.

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Publicado
10-01-2022
Cómo citar
Fardella, C. ., Jiménez Vargas, F., Rivera Vargas, P. ., & Baleriola, E. (2022). Salir de la sombra. Una revisión sistemática sobre shadowing como propuesta metodológica para la investigación educativa. Revista de Investigación Educativa, 40(1), 257–274. https://doi.org/10.6018/rie.464151
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