praxis

“Como el agua que fluye” 1: formar para lo informal

I.S.S.N. publicación impresa: 0214-347 X I.S.S.N.: 1989-9076
doi: dx.medra.org/10.14635/IPSIC.2017.113.7 praxis (2017) 113, 70-84

“Como el agua que fluye”1: formar para lo informal

“Comme l’eau qui coule”: training for informal
settings.
Fecha de recepción: 11-01-2017 Mikel Asensio Brouard
Fecha de aceptación: 26-05-2017 Universidad Autónoma de Madrid

resumen/abstract:
El artículo reflexiona sobre la formación de los profesionales de la psicología educativa que se van a formar en
contextos informales de aprendizaje y enseñanza. Primero, se analizan las características que permiten diferenciar
entre aprendizajes formales e informales a partir de distintos opiniones y criterios, y se señala el riesgo de atribuir
escaso valor a estos últimos frente a los primeros. Se argumenta también contra la idea de que para diseñar actividades
educativas es suficiente con tener un buen conocimiento de las disciplinas. En la segunda parte del texto, se aborda la
formación de los profesionales que trabajan en contextos informales a través del análisis de tres másteres del ámbito
de los museos y se destaca la necesidad de contar entre otros saberes con conocimientos en aprendizaje y enseñanza,
en donde los psicólogos educativos y los didactas tienen un peso fundamental. Por último, se critica la homogenización
que supondría regular el campo profesional tan diverso como el de los aprendizajes informales, el reduccionismo que
supondría un solo master oficial, y se presenta la vía de la acreditación como alternativa. Se postula que se podría
llegar a un acuerdo acerca de las aportaciones de la psicología educativa a los contextos informales, y sobre las
necesidades de formación de los profesionales que intervienen en estos ámbitos.
The article reflects on the training of professionals of educational psychology, that are formed in informal contexts of
learning and teaching. First, we analyze the characteristics that allow us to differentiate between formal and informal
learning, based on different opinions and criteria, and to point out the risk of attributing scarce value to the latter
compared to the former. It is also argued against the idea that to design educational activities is enough to have a
good knowledge about the disciplines. The second part of the text deals with the training of professionals working
in informal contexts through the analysis of the three master’s degrees in the field of museums and highlights the
need to count on other knowledge with learning and teaching. Here the teachers and educational psychologists have
a fundamental importance. Finally, it is criticized the homogenization that would regulate the professional field as
diverse as that of the informal learnings, the reductionism that would imply to single official teacher, and the way of
the accreditation is presented an an alternative. It is postulated that an agreement can be reached on the contributions
of educational psychology to informal contexts, and on the training needs of professionals involved in these areas.

palabras clave/keywords:
Aprendizajes informales, educación y museos, formación profesionales educativos, regulación profesional.
Informal learning, museum education, training education professionals, professional regulation.

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lives and a dream’.
correspondencia: mikel.asensio@uam.es
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74

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 praxis
Mikel Asensio Brouard

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Figura 1: montaje “La pelota con memoria”, sobre la primera ley de Newton, que
aparece con diseños similares en numerosos museos de ciencia
75

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 praxis
“Como el agua que fluye” 1: formar para lo informal

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Figura 2: montaje sobre parábolas en el museo de ciencia de Nashville

76

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 praxis
Mikel Asensio Brouard

CosmoCaixa -

“el Clik dels nens”. Mientras que los más críticos se

‘playgrounds’

Clik’

Figura 3: montaje sobre el esquema piagetiano de la balanza en el Clik de

CosmoCaixa en Madrid

‘clipping’
-
-

77

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“Como el agua que fluye” 1: formar para lo informal

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“Opus Nigrum”: las malas prácticas.

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‘audiences’, ‘temporary exhibitions’ o ‘evaluation’, mientras que las colecciones se agru-
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en el organigrama del MANHUDXQPHURPDTXLOODMHSHURFRQVWLWXtDXQUHFRQRFLPLHQWRDO
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78

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Mikel Asensio Brouard

FRSDQGRHOPHUFDGRSRUTXHVRQFDSDFHVGHFRQWURODUPHMRUHOJDVWRQRUPDOPHQWHDEDVHGH
UHGXFLUORVVXHOGRVGHORVGRFHQWHV\ORVGHUHFKRVGHIRUPDFLyQKRUDULRVSHUPDQHQFLDHWF
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cido notablemente.

“Los sueños y las suertes”: los másteres de formación en contextos

informales.
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79

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“Como el agua que fluye” 1: formar para lo informal

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80

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Mikel Asensio Brouard

“El jardín de las quimeras”: ¿hacia dónde va la formación en aprendizajes

informales?.
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