Pedagogical training and identity construction on comunitarian educational leaders from CONAFE

Abstract

This paper presents the preliminary results of the study carried out around the processes of pedagogical formation and the identity constructed by the young people who participate as Community Educational Leaders (LEC in Spanish language) in the National Council of Educational Promotion (CONAFE) in the state of Yucatán. In the first part of the document, the subject of training processes and its impact on teacher identity is addressed. It is emphasized in the case of those teachers who do not have basic pedagogical training. In the second section, the particular case of CONAFE and the LEC is contextualized. Subsequently, the concept of identity is addressed as intersubjective construction. We describe the development of identity as LEC in secondary socialization processes and its study from the communities of practice approach (Wenger, 2001). In the following section, ethnography (Spradley, 1980) is presented as the method used in the description and analysis of two particular cases; and the techniques of participant observation, semi-structured interview and documentary analysis as information gathering strategies. The results section presents the contrasts and similarities, in terms of perspective, between the institutional regulations and the actors regarding the LEC, its characteristics, its practices and participation processes. Based on the data obtained, it is concluded that the identity constructed by the LEC is elaborated, in a significant way, from the socially generated identifications with respect to the specific practices that they learn and deploy in the exercise of their work.