Resumo

BRITO RIVERA, Luis Fernando; SUBERO TOMAS, David  e  ESTEBAN-GUITART, Moisés. Funds of Knowledge and Identity: A Sociocultural Approach of Educational Continuity. Educación [online]. 2018, vol.42, n.1, pp.39-53. ISSN 2215-2644.  http://dx.doi.org/10.15517/revedu.v42i1.23470.

The impact of globalization and the so-called information society put in question the traditional parameters in which we have defined learning: where it occurs, with whom, how and for what reason. One of the axis on which different authors seem to agree is the character and distributed that have the programming, and with it the need to establish educational continuities between the various experiences of learning both inside and outside of the school. In this context, we propose a theoretical-methodological relation between the funds of knowledge and identity and oral history for: a) to produce a continuity in the educational process, through socio-cultural elements of high significance for the students of basic education; b) reconsider the teaching as an activity based on the sociocultural interactivity from the same initial teacher training. The work is a derivative of the first cycle of an investigation based on the design developed in a normal school in Mexico with teachers in training. Preliminary conclusions point out the possibility of establishing a process of initial training focused on the development of educational continuities during the experiences of approach to the teaching practice. This exercise has helped to adjust the strategy for research on what has been called inclusive cultural didactics.

Palavras-chave : funds of knowledge and identity; oral history; new ecology of learning; educational continuity; teacher training.

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