UNIVERSIDAD NACIONAL DE LOJA

FACULTAD DE LA EDUCACIÓN, EL ARTE Y LA COMUNICACIÓN

CARRERA DE PEDAGOGÍA DE LOS IDIOMAS NACIONALES Y

EXTRANJEROS

CYCLE I

GROUP N° 1

Teacher: Jhimi Vivanco

Topic: Why Practice Theory?

Subject: Pedagogy

Student’s names:

• Leidy Castillo

• Nicol Celi

• Evelyn Guamán

• Gabriela Guamán

• Andy Ordoñez

• Jhonny Torres

Loja – Ecuador

2021
 GROUP 1: Leidy Castillo, Jhonny Torres, Evelyn Guamán, Andy Ordoñez, Nicol Celi, Gabriela Guamán.
I know in descriptions of everyday social life.
travels through the theoretical,
methodological and practical literature
point to broader and more particular acts,
actors, actions, and activities found in the
practical social world
Theories of practice include and emphasize
the recursive relationship between conditions:
social, structural, and material.
A feature of practice theories is appear to work
around the common tendency to see the world
of distinct manner
WHY
PRACTICE
THEORY?
To understand and development the education
is necesary the shift of sole focus from the
practitioners to the practices, in educational
inquiry, rather than discussing school leaders,
the focus would shift to be about school leading
Researches always have to stay have to stay
within the rules of research.
Practical approaches suggest apreciativas
theories of things
it is possible to trace theories and ideas
about educational and organizational
practices throughout history.
there is no unified and singular theory of
practice, but rather ?a family of theoretical
approaches connected by a web of historical
and conceptual similarities
Free from the confines of functionalist
perspectives ruled by tradition
-Terms of dualisms such as theory and
action
-Practice theories provides a somewhat
radical
The practices have pre-eminence over
practitioners, noting that the place of
practitioners is one that is not overlooked
nor undermined but viewed as part of the
practising of practices.
Researches must tend to adap, improvise,
experiences, but we must always have a
limit.
Understanding education through practice.
-? This plurality of theories of practice
comes from a variety of traditions, fields
and academic theoretical positions
(Nicolini, 2012) that, although diverse,
contribute to a richer understanding of
everyday practices.
Encompass aspects such as:
meaning, knowledge, human activity,
scientific power, language, social
institutions and human transformation
-Pactice theories avoid the oppositional conceptualisation of
aspects of life and work that have been seen as
unresolvable
-Practice theories allow them to be seen as mutually
constituting and sustaining
Can argue, therefore, that the role of the individual in
undertaking practices can only be understood within the
arrangements and conditions that enable and constrain the
practice as it is experienced among the other practices that
are ecologically arranged with it in the site.
The practices that we always have are
constantly evolving as we adapt,
experiment and improvise on countless
occasions.
Theory of practice solves the
simplification of education
including social and material
dimensions