Aportes de la teoría bioecológica de Bronfenbrenner a la investigación e intervención educativa
Barra de artigos
Contido principal do artigo
Resumo
Urie Bronfenbrenner (1917-2005) es uno de los autores más citados y reconocidos en psicología del desarrollo, psicología de la educación y, en general, ciencias del aprendizaje y de la educación. Sin embargo, se ha argumentado que su difusión y recepción sigue reducida a sus primeros trabajos vinculados a su modelo ecológico del desarrollo humano. El objetivo de este artículo es enriquecer su comprensión a partir del análisis de su teoría bioecológica, así como su modelo Proceso-Persona-Contexto-Tiempo (PPCT). En específico, se rastrea el desarrollo intelectual del autor, con especial énfasis en sus preocupaciones educativas, para describir la puesta en práctica de su modelo en diseños de investigación, así como sugerir algunas contribuciones que en nuestra consideración se desprenden de dicha obra. En particular, destacamos los “procesos proximales”, en tanto que “prácticas socioculturales”, como unidad de análisis, y mecanismo explicativo de los procesos de desarrollo y aprendizaje, en el marco de interacciones, a lo largo del tiempo (microtiempo, mesotiempo, macrotiempo), entre las características de la persona (fuerzas, recursos, demandas) y los contextos de vida y socialización: micro-, meso-, exo- y macrosistema. En el ámbito de la intervención educativa, destacamos la noción de ecosistema educativo que estimamos compatible con el modelo descrito.
Palabras chave
Citado por
Detalles do artigo
Citas
Barron, B. (2006). Interest and self-sustained learning as catalysts of development: A learning ecology perspective. Human Development, 49(4), 193-224. https://doi.org/10.1159/000094368
Barron, B. (2022). Global learning ecologies: leveraging technologies for equity. En M. Suárez-Orozco y C. Suárez-Orozco (Eds.), Education: A global compact for a time of crisis (pp. 313-334). Columbia University Press.
Boned, P., Iglesias, E., Sierralta, A. y Esteban-Guitart, M. (2024). Building a socio-educational ecosystem from the community funds of knowledge and identity approach. An illustrative example in Catalonia, Spain. Acta Psychologica, 249, 104449. https://doi.org/10.1016&j.actpsy.2024.104449
Benson, M. J. y Buehler, C. (2012). Family process and peer deviance influences on adolescent aggression: Longitudinal effects across early and middle adolescence. Child Development, 83(4), 1213-1228. https://doi.org/10.1111/j.1467-8624.2012.01763.x
Brim, O. G. (1975). Macro-structure influences on child development and the need for childhood social indicators. American Journal of Orthopsychiatry, 45(4), 516-524. https://doi.org/10.1111/j.1939-0025.1975.tb01182.x
Bronfenbrenner, U. (1942). Social status, structure, and development in the classroom groups. (Tesis Doctoral Inedita). University of Michigan.
Bronfenbrenner, U. (1967). The psychology costs of quality and equality in education. Child Development, 38(4), 909-925. https://doi.org/10.2307/1127092
Bronfenbrenner, U. (1974). Developmental research, public policy, and the ecology of childhood. Child Development, 45(1), 1-5. https://doi.org/10.2307/1127743
Bronfenbrenner, U. (1976). The experimental ecology of education. Educational Researcher, 5(9), 5-15. https://doi.org/10.2307/1174755
Bronfenbrenner, U. (1979). The ecology of human development: Experiments in nature and design. Harvard University Press.
Bronfenbrenner, U. (1986). Ecology of the family as a context for human development: Research perspectives. Developmental Psychology, 22(6), 723-742. https://doi.org/10.1037/0012-1649.22.6.723
Bronfenbrenner, U. (1989). Ecological systems theory. In R. Vasta (Ed.), Annals of child development (pp. 187-249). JAI Press.
Bronfenbrenner, U. (1995). Developmental ecology through space and time: A future perspective. En P. Moen, G. H. Elder, Jr. y K. Lüscher (Eds.), Examining lives in context: Perspectives on the ecology of human development (pp. 619–647). American Psychological Association.
Bronfenbrenner, U. (1999). Environments in developmental perspective: Theoretical and operational models. En S. L. Friedman y T. D. Wachs (Eds.), Measuring environment across the life span: Emerging methods and concepts (pp. 3–28). American Psychological Association.
Bronfenbrenner, U. (2002). Preparing a world for the infant in the twenty-first century: The research challenge. En J. Gomes-Pedro, J. K. Nugent, J. G. Young y T. B. Brazelton (Eds.), The infant and family in the twenty-first century (pp. 45–52). Routledge.
Bronfenbrenner, U. (2005). Making human beings human: Bioecological perspectives on human development. Sage.
Bronfenbrenner, U. y Ceci, S. J. (1994). Nature- nurture reconceptualized in developmental perspective: A biological model. Psychological Review, 101, 568-586. https://doi.org/10.1037/0033-195x.101.4.568
Bronfenbrenner, U. y Evans, G. W. (2000). Developmental science in the 21st century: Emerging questions, theoretical models, research designs and empirical findings. Social Development, 9(1), 115-125. https://doi.org/10.1111/1467-9507.00114
Bronfenbrenner, U. y Morris, P. A. (1998). The ecology of developmental processes. In W. Damon y R. M. Lerner (Eds.), Handbook of child psychology, Vol. 1: Theoretical models of human development (pp. 993-1023). Wiley.
Bronfenbrenner, U. y Morris, P. A., (2006). The bioecological model of human development. In W. Damon y R.M. Lerner (Eds.), Handbook of child psychology (Sixth edition). Volume 1: Theoretical models of human development (pp. 793-828). John Wiley.
Civís, M. y Díaz-Gibson, J. (2021). Validación de microestrategias en la NetEdu Tool: una herramienta para conectar ecosistemas educativos. Culture and Education, 33(3), 470-485. https://doi.org/1080/11356405.2021.1951501
Collet, J. (2020). Qué es el territorio para la escuela: ¿decorado, recurso o agente? Modelos e implicaciones de diversas políticas de relación entre escuela y territorio en Cataluña (España). Espacios en Blanco. Revista de Educación, 30(2), 351-364. https://doi.org/10.37177/UNICEN/EB30-282
Esteban-Guitart, M. (Ed.) (2024). Funds of knowledge and identity pedagogies for social justice. Routledge.
Esteban-Guitart, M., Iglesias, E., Serra, J. M., y Subero, D. (2023). Community funds of knowledge and identity: A mesogenetic approach to education.Anthropology & Education Quarterly, 54(3), 307-317.https://doi.org/10.1111/aeq.12451
Farrant, B. M. y Zybrick, S. R. (2011). Early vocabulary development: The importance of join attention and parent-child book reading. First Language, 32(3), 343-364. https://doi.org/10.1177/0142723711422626
Farrell, C. C., Singleton, C., Stamatis, K., Riedy, R., Arce-Trigatti, P. y Penuel, W. R. (2023). Conceptions and practices of equity in research-practice partnerships. Educational Policy, 37(1), 200-224. https://doi.org/10.1177/08959048221131566
Gifre, M. y Esteban-Guitart, M. (2012). Consideraciones educativas de la perspectiva ecológica de Urie Bronfenbrenner. Contextos Educativos, 15, 79-92. https://doi.org/10.18172/con.656
Hannon, V., Thomas, L., Ward, S. y Beresford, T. (2019). Local learning ecosystems: emerging models. Innovation Unit.
Jaeger, E. L. (2016). Negotiating complexity: A bioecological systems perspective on literacy development. Human Development, 59(4), 163–187. https://doi.org/10.1159/000448743
Navarro, J. L. y Tudge, J. R. H. (2023). Technologizing Bronfenbrenner: Neo-ecological theory. Current Psychology, 42, 19338-19354. https://doi.org/10.1007/s12144-022-02738-3
Penuel, W. R., Riedy, R., Barber, M. S., Peurach, D. J., LeBouef, W. A. y Clark, T. (2020). Principles of collaborative education research with stakeholders: Towards requirements for a new research and development infrastructure. Review of Educational Research, 90(5), 627-674. https://doi.org/10.3102/0034654320938126
Rosa, E. M. y Tudge, J. (2013). Urie Bronfenbrenner’s Theory of Human Development: Its Evolution from Ecology to Bioecology. Journal of Family Theory & Review, 5(4), 243-258. https://doi.org/10.1111/jftr.12022
Siraj, I. y Mayo, A. (2014). Social class and educational inequality: The impact of parents and schools. Cambridge University Press.
Stanley, K. y Kuo, N. (2022). “It Takes a Village”: Approaching the Development of School-Family- Community Partnerships through Bronfenbrenner’s Socio-Ecological Perspectives. Journal of Human Sciences and Extension, 10(1), 1-15. https://doi.org/10.54718/CQBW6379
Tudge, J. R. H. (2008). The everyday lives of young children. Culture, class, and child rearing in diverse societies. Cambridge University Press.
Tudge, J. R. H., Mokrova, I., Hatfield, B. E. y Karnilk, R. B. (2009). Uses and misuses of Bronfenbrenner’s biecological theory of human development. Journal of Family Theory & Review, 1(4), 198-210. https://doi.org/10.1111/j.1756-2589.2009.00026.x
Tudge, J. R. H., Payir, A., Merçon-Vargas, Cao, H., Liang, Y., Li, J. y O’Brien, L. (2016). Still musused after all these years? A reevaluation of the uses of Bronfenbrenner’s biecological theory of human development. Journal of Family Theory & Review, 8(4), 427-445. https://doi.org/10.1111/jftr.12165
Tudge, J. R. H., Navarro, J. L., Merçon-Vargas, E. A. y Payir, A. (2021). The promise and the practice of early childhood education in the writings of Urie Bronfenbrenner. Early Child Development Care, 191(7-8), 1079-1088. https://doi.org/10.1080/03004430.2020.1844193
Tudge, J. R. H., Merçon-Vargas, E. A. y Payir, A. (2022). Urie Bronfenbrenner’s bioecological theory: Its development, core concepts and critical issues. En K. Adamsons, A. L. Few-Demo, C. Proulx y K. Roy (Eds.), Sourcebook of Family Theories and Methodologies: A Dynamic Approach (pp. 235-254). Springer.
Xia, M., Li, X. y Tudge, J. R. H. (2020). Operationalizing Urie Bronfenbrenner’s Process-Person-Context-Time Model. Human Development, 64, 10-20. https://doi.org/10.1159/000507958