Educational 'bad practice' from the radical approach of training

Abstract

The usual approach to training is polarized in practice, more specifically in good practice or desirable practice. This obviousness includes two a priori errors: on the one hand, that the practice is an effect, a consequence, so that focusing on it is equivalent to placing the attentional and pedagogical center of gravity on the periphery of the phenomenon, which is contradictory. The second is to avoid the consideration of bad practice as a priority object of study and evaluation, together with good practice. The bad practice can occur in the classrooms in different forms and levels of severity: from crime to subtlety. But it is not their heritage: it can occur at the level of teams, institutions, regional, national and even educational administrations at an international or universal level. Is it possible that our education, in general, could be wrong or wrong? Of course. But it is necessary to see it, it is necessary to take distance and awareness of it. The only way to achieve this is to get out of the pond and try to observe, observe, without conditioning, with a different approach, capable of trying. That is why the "radical and inclusive approach to education" is used, which, encompassing the usual one, explores other challenges and training possibilities. Among them, the human ego, which has something to do with the possible bad practice, in any of its expressions and concretions. In light of the above, the objective of this paper is to investigate and ask about the formative relevance of teaching and educational bad practice in the framework of pedagogical research and educational reflection.