Educability, Social Inequality, and Cultural Diversity: An Analysis from the Sociological Perspective of Néstor López
The article, the result of ongoing bibliographic research, addresses educability from the sociological perspective of Néstor López. He argues that educability is not inherent to individuals, but depends on the interaction between the conditions students bring with them and the expectations of the sc...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Universidad Católica de Córdoba. Facultad de Educación
2024
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| Acceso en línea: | https://revistas.bibdigital.uccor.edu.ar/index.php/dialogos/article/view/5688 |
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I38-R392-article-56882025-08-04T21:53:37Z Educability, Social Inequality, and Cultural Diversity: An Analysis from the Sociological Perspective of Néstor López Educabilidad, desigualdad social y diversidad cultural: un análisis desde la perspectiva sociológica de Néstor López Bussone , Iván educability, school trajectory, social inequality, cultural diversity, school educabilidad, trayectoria escolar, desigualdad social , diversidad cultural, escuela The article, the result of ongoing bibliographic research, addresses educability from the sociological perspective of Néstor López. He argues that educability is not inherent to individuals, but depends on the interaction between the conditions students bring with them and the expectations of the school. The analysis highlights two fundamental gaps that affect educability: the economic gap, related to material inequalities and family support, and the cultural gap, linked to identity differences and the treatment they receive within the educational system.López proposes that both the family and the State play key roles in creating the necessary conditions for educability. The State must ensure resources and social welfare, while schools should adapt their expectations and pedagogical practices to the realities of students, rather than expecting them to conform to the "ideal student". El artículo, resultado de una investigación bibliográfica en curso, aborda la educabilidad desde la perspectiva sociológica de Néstor López. Este sostiene que la educabilidad no es inherente a los individuos, sino que depende de la interacción entre las condiciones que los estudiantes traen consigo y las expectativas de la escuela. El análisis destaca dos brechas fundamentales que afectan la educabilidad: la brecha económica, relacionada con las desigualdades materiales y el apoyo familiar, y la brecha cultural, vinculada a las diferencias identitarias y el tratamiento que reciben en el sistema educativo.López propone que tanto la familia como el Estado tienen roles clave en la creación de las condiciones necesarias para la educabilidad. El Estado debe garantizar los recursos y el bienestar social, mientras que la escuela debe adaptar sus expectativas y prácticas pedagógicas a las realidades de los estudiantes, en lugar de esperar que estos se ajusten al "alumno ideal". Universidad Católica de Córdoba. Facultad de Educación 2024-10-29 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf application/epub+zip https://revistas.bibdigital.uccor.edu.ar/index.php/dialogos/article/view/5688 10.22529/dp.2024.22(44)06 Diálogos Pedagógicos; Vol. 22 Núm. 44 (2024): octubre 2024 - marzo 2025; 72-91 2524-9274 1667-2003 10.22529/dp.2024.22(44) spa https://revistas.bibdigital.uccor.edu.ar/index.php/dialogos/article/view/5688/7651 https://revistas.bibdigital.uccor.edu.ar/index.php/dialogos/article/view/5688/7652 Derechos de autor 2024 Iván Bussone https://creativecommons.org/licenses/by-nc-nd/4.0 |
| institution |
Universidad Católica de Córdoba |
| institution_str |
I-38 |
| repository_str |
R-392 |
| container_title_str |
Diálogos pedagógicos |
| language |
Español |
| format |
Artículo revista |
| topic |
educability, school trajectory, social inequality, cultural diversity, school educabilidad, trayectoria escolar, desigualdad social , diversidad cultural, escuela |
| spellingShingle |
educability, school trajectory, social inequality, cultural diversity, school educabilidad, trayectoria escolar, desigualdad social , diversidad cultural, escuela Bussone , Iván Educability, Social Inequality, and Cultural Diversity: An Analysis from the Sociological Perspective of Néstor López |
| topic_facet |
educability, school trajectory, social inequality, cultural diversity, school educabilidad, trayectoria escolar, desigualdad social , diversidad cultural, escuela |
| author |
Bussone , Iván |
| author_facet |
Bussone , Iván |
| author_sort |
Bussone , Iván |
| title |
Educability, Social Inequality, and Cultural Diversity: An Analysis from the Sociological Perspective of Néstor López |
| title_short |
Educability, Social Inequality, and Cultural Diversity: An Analysis from the Sociological Perspective of Néstor López |
| title_full |
Educability, Social Inequality, and Cultural Diversity: An Analysis from the Sociological Perspective of Néstor López |
| title_fullStr |
Educability, Social Inequality, and Cultural Diversity: An Analysis from the Sociological Perspective of Néstor López |
| title_full_unstemmed |
Educability, Social Inequality, and Cultural Diversity: An Analysis from the Sociological Perspective of Néstor López |
| title_sort |
educability, social inequality, and cultural diversity: an analysis from the sociological perspective of néstor lópez |
| description |
The article, the result of ongoing bibliographic research, addresses educability from the sociological perspective of Néstor López. He argues that educability is not inherent to individuals, but depends on the interaction between the conditions students bring with them and the expectations of the school. The analysis highlights two fundamental gaps that affect educability: the economic gap, related to material inequalities and family support, and the cultural gap, linked to identity differences and the treatment they receive within the educational system.López proposes that both the family and the State play key roles in creating the necessary conditions for educability. The State must ensure resources and social welfare, while schools should adapt their expectations and pedagogical practices to the realities of students, rather than expecting them to conform to the "ideal student". |
| publisher |
Universidad Católica de Córdoba. Facultad de Educación |
| publishDate |
2024 |
| url |
https://revistas.bibdigital.uccor.edu.ar/index.php/dialogos/article/view/5688 |
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2025-10-23T14:26:57Z |
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2025-10-23T14:26:57Z |
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