PRACTICAL SENSE IN EDUCATIONAL INNOVATION: A TEACHING HABITUS

Abstract

This work is the result of an investigation carried out within a group whose central interest is the subject of educational innovation. In particular, what is exposed here aims to analyze the conceptions that educational teachers have built on university innovation at an Institution of Higher Education in the state of Puebla. It is recognized that it is from a habitus, understood as that structured structure that in turn serves as a frame of reference to structure actions and practices, which have been built around the significant educational innovation. This category is a central element in the constitution of meanings around what in educational situations involves making an innovation. The habitus has been built from an epistemic, theoretical, but above all disciplinary knowledge, that is, from a type of training that specific lenses have been constituted from which to look at a certain phenomenon or educational fact. A place of enunciation from where agents refer to a type of reality