Principio de paridad de participación de Nancy Fraser en la investigación en educación: una revisión sistemática
DOI:
https://doi.org/10.4151/07189729-Vol.65-Iss.2-Art.1726Palabras clave:
Educación justicia social participación cívica inclusión social política educacionalResumen
El marco de justicia social propuesto por Nancy Fraser es una de las principales teorías de justicia de nuestro tiempo. Su marco engloba la dimensión redistributiva y de reconocimiento de la justicia bajo el principio de la paridad de participación. El presente artículo busca caracterizar cómo se ha utilizado el principio de paridad de participación en investigaciones de justicia social en educación. Para ello, se realiza una revisión sistemática de la literatura utilizando el método PRISMA. Entre los hallazgos, se destaca la identificación de cuatro propósitos para la utilización del marco en educación: análisis de injusticias en grupos específicos, evaluación de prácticas y herramientas educativas, estudio de representaciones de justicia y evaluación de políticas públicas y paradigmas educativos. Se concluye que el principio de paridad de participación es un marco robusto de justicia social para estudiar problemáticas educacionales.
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Derechos de autor 2026 José González Olavarría, Mauro Álvarez Rosso, Mauricio Arenas Oyarce
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