Bibliographic citations
Vargas, V., (2022). Creencias sobre el aprendizaje y cultura escolar de adolescentes de una escuela pública y una escuela alternativa [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/23223
Vargas, V., Creencias sobre el aprendizaje y cultura escolar de adolescentes de una escuela pública y una escuela alternativa []. PE: Pontificia Universidad Católica del Perú; 2022. http://hdl.handle.net/20.500.12404/23223
@misc{renati/528568,
title = "Creencias sobre el aprendizaje y cultura escolar de adolescentes de una escuela pública y una escuela alternativa",
author = "Vargas Callirgos, Vera Lucía",
publisher = "Pontificia Universidad Católica del Perú",
year = "2022"
}
The goal of the present study is to explore beliefs about learning held by students from a public high school and an alternative high school in Lima. For this purpose, this study used a qualitative methodology with a content analysis. Eight students, four from the public school and four from the alternative school, were interviewed about the way they comprehend their own learning process and their school culture. Results indicate that students from the public school have beliefs aligned with a transmissionist approach about their learning and the school has a more authoritarian school culture with less student participation. On the other hand, the students from the alternative school have beliefs aligned with a social constructionist approach about their learning and the school has a democratic approach. Non the less, these representations are not static and fluctuate in a continuous between both poles (transmissionist and social constructionist) with different results depending on the element of their school experience. Also, it was possible to identify that in the public school some pedagogical elements from the social constructionist theory were incorporated, but mainly on a discursive level. This is confirmed by the description of the school culture given by the students, who has an authoritarian and non-democratic experience. This is not consistent with an understanding of learning in which students are the center of the pedagogical work.
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