IES Galileo Galilei (C\u00f3rdoba)<\/p>\n
La pedagog\u00eda contempor\u00e1nea atraviesa una crisis de legitimidad asociada a la persistencia de modelos transmisivos y a una deriva paternalista que tiende a sobreproteger al alumnado y a tutelar de manera permanente su proceso de aprendizaje. Este art\u00edculo examina cr\u00edticamente el papel de las metodolog\u00edas activas orientadas a que el alumnado asuma responsabilidades reales sobre su proceso formativo, con atenci\u00f3n espec\u00edfica al contexto de la Formaci\u00f3n Profesional. Se sostiene la hip\u00f3tesis de que la cesi\u00f3n progresiva del control pedag\u00f3gico \u2014entendida no como abandono docente, sino como redise\u00f1o deliberado de la mediaci\u00f3n educativa\u2014 constituye una v\u00eda privilegiada para la construcci\u00f3n de sujetos aut\u00f3nomos, cr\u00edticos y socialmente comprometidos. A partir de un marco te\u00f3rico que articula la pedagog\u00eda cr\u00edtica freireana, el pensamiento de Biesta sobre la subjetificaci\u00f3n, las aportaciones de Dewey sobre la experiencia y las propuestas contempor\u00e1neas de aprendizaje experiencial y cooperativo, se analizan las tensiones constitutivas entre tutela y emancipaci\u00f3n, control y autonom\u00eda, protecci\u00f3n y agencia. Se incorpora, como caso ilustrativo, la experiencia desarrollada por un grupo de trabajo docente del IES Galileo Galilei en la familia profesional de Servicios Socioculturales y a la Comunidad. Las conclusiones apuntan a reconceptualizar la Formaci\u00f3n Profesional no como mera v\u00eda de empleabilidad, sino como espacio privilegiado para la construcci\u00f3n de ciudadan\u00eda cr\u00edtica capaz de intervenir \u00e9ticamente en la vida social, econ\u00f3mica, laboral y cultural.<\/p>\n
Contemporary pedagogy faces a legitimacy crisis linked to the persistence of transmissive models and a growing paternalistic drift that tends to overprotect learners and place their learning under permanent tutelage. This article critically examines the role of active methodologies aimed at enabling students to assume real responsibility for their own learning processes, with particular attention to the context of Vocational Education and Training (VET). The central hypothesis maintains that the progressive transfer of pedagogical control \u2014understood not as teacher withdrawal but as a deliberate redesign of educational mediation\u2014 provides a privileged pathway for the construction of autonomous, critical and socially engaged subjects. Drawing on a theoretical framework that articulates Freirean critical pedagogy, Biesta’s notion of subjectification, Deweyan reflections on experience and contemporary contributions on experiential and cooperative learning, the paper analyses the constitutive tensions between tutelage and emancipation, control and autonomy, protection and agency. An illustrative case is incorporated through an experience developed by a teaching working group at IES Galileo Galilei in the vocational family of Sociocultural and Community Services. Conclusions point to the need to reconceptualise VET not as a mere employability pathway, but as a privileged space for the construction of critical citizenship capable of intervening ethically in social, economic, labour and cultural life.<\/p>\n
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