Personalización, equidad, justicia epistémica y mediación docente: reflexiones críticas sobre tecnología en la enseñanza del inglés
DOI:
https://doi.org/10.51660/ripie61359Palabras clave:
lengua extranjera, enseñanza de una segunda lengua, educación básica, cualificación del docente, actitud del docente, tecnología educacional, tecnología de la informaciónResumen
La enseñanza del inglés en Colombia en básica primaria enfrenta tensiones estructurales al asignar carga académica a profesionales no formados en el área, afectando la construcción de bases lingüísticas sólidas y limitando el desarrollo de competencias comunicativas. Esta problemática se complejiza al pretender solucionar las falencias formativas con el uso de herramientas digitales desde enfoques instrumentales sin una orientación pedagógica ni reflexión crítica. El alcance de las TIC (Tecnologías de la Información y la Comunicación) ha transformado la dinámica educativa, facilitado tareas, generado entretenimiento y posibilitado formas de aprendizaje. Sin embargo, surge un cuestionamiento: ¿cómo incide el uso de las TIC en la educación y bajo qué criterio pedagógico pueden ser utilizadas? Estas tensiones enmarcan el problema central de este artículo. Desde esta perspectiva, el objetivo de la revisión documental se direcciona a examinar las tendencias investigativas sobre los 3 campos e identificar sus puntos de convergencia, vacíos y desafíos. Concentrada en países asiáticos y europeos; se evidencia un uso netamente instrumental en la mayoría de investigaciones con enfoque eficientista; y un vacío significativo en cuanto a la formación docente, que privilegia la formación técnica en manejo de herramientas tecnológicas pero carente de reflexión crítica, ética y pedagógica. Así mismo, ninguno de los estudios considera el déficit formativo en inglés de los docentes de primaria. Los hallazgos encontrados sugieren la necesidad de reconocer el saber experiencial del maestro y reorientar la formación docente hacia enfoques críticos y situados. Además de abrir líneas de investigación que articulen la enseñanza del inglés, la formación docente y la justicia epistémica en contextos latinoamericanos.
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