Los procesos participativos en aprendizaje-servicio

  1. Pilar Folgueiras 1
  2. Monike Gezuraga 2
  3. Pilar Aramburuzabala Higuera 3
  1. 1 Universitat de Barcelona
    info

    Universitat de Barcelona

    Barcelona, España

    ROR https://ror.org/021018s57

  2. 2 Universidad del País Vasco/Euskal Herriko Unibertsitatea
    info

    Universidad del País Vasco/Euskal Herriko Unibertsitatea

    Lejona, España

    ROR https://ror.org/000xsnr85

  3. 3 Universidad Autónoma de Madrid
    info

    Universidad Autónoma de Madrid

    Madrid, España

    ROR https://ror.org/01cby8j38

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Journal:
Bordón: Revista de pedagogía

ISSN: 0210-5934,  2340-6577

Year of publication: 2019

Issue Title: Aprendizaje-servicio en la educación superior

Volume: 71

Issue: 3

Pages: 115-131

Type: Article

DOI: 10.13042/BORDON.2019.68479 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Bordón: Revista de pedagogía

Abstract

INTRODUCTION. The present study focuses on the participative processes (typologies, levels, conditions, etc.) of university students that take part in service-learning projects. The general objective of the study is to analyze the participatory processes of university students that take part in service-learning activities. METHOD. To achieve this goal, a qualitative methodology has been followed. The informants have been students, teachers and representatives of social enti-ties. In-depth interviews (with teachers and representatives of social entities) and discussion groups (with students) were used as information gathering sources. A Content analysis of the collected information was conducted as well as the triangulation of the techniques and the infor-mants. RESULTS. The results and the discussion have been organized around the following di-mensions and subdimensions: ways of understanding participation; levels of participation (sim-ple participation, consultative participation, projective participation, meta-participation); factors influencing student participation (characteristics of students, characteristics of projects, lack of institutional support, understanding of the methodology, time/distance, follow-up, involvement of others and type of studies). Among all the results, it is worth noting that the majority of stu-dents are involved —albeit from different levels and moments— in the selected service-learning projects. DISCUSSION. In regard to the discussion, the theoretical contributions emphasize ways to increase and improve the participation of students in the projects from the perspective of reciprocity taking into account the transforming nature of the projects.

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