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Flaite student: imaginary, label and reflexivity in the framework of the pedagogical role in and from pedagogues in training

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Vol. 32 No. 62 (2024): Junio
https://doi.org/10.5354/0718-2236.2024.74935
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Abstract

The objective of the study was to understand the implications that the use of the label flaite has on the pedagogical role in and from teachers in training of the fourth year of the Spanish and Philosophy course at the University of La Serena. The Grounded Theory approach was used with a sample of teachers in training and preliminary findings were presented as a preview. The findings show that the label has an imperceptible negative implication in the labels, so that they are closely related to the reproduction of an unequal system and its maintenance in the social structure.

Keywords:

labeling flaite , pedagogical role , social inequality

Author Biographies

Pablo Carmona-Sepúlveda, Universidad de La Serena

Licenciado en Psicología de la Universidad de La Serena, actualmente estudiante de Psicología. Correo electrónico: pablo.carmonas@userena.cl

Franco Bastías-Fuentes, Universidad de La Serena

Licenciado en Psicología de la Universidad de La Serena, actualmente estudiante de Psicología. Correo electrónico: franco.bastias@userena.cl

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How to Cite
Carmona-Sepúlveda, P., & Bastías-Fuentes, F. (2024). Flaite student: imaginary, label and reflexivity in the framework of the pedagogical role in and from pedagogues in training. Última Década, 32(62), pp. 165–202. https://doi.org/10.5354/0718-2236.2024.74935
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Última Década
Facultad de Ciencias Sociales
Universidad de Chile
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