TRANSFORMATIONS AND COLLECTIVE IMAGINARIES ABOUT THE SCHOOL TASK IN EDUCATIONAL PRACTICE
DOI:
https://doi.org/10.56219/lneaimaginaria.v3i26.6468Keywords:
collective imaginaries, homework, educational practice, interpretivism, academic performance, rural educationAbstract
This article has examined homework as a practice shaped by collective imaginaries, pedagogical tensions, and social inequalities; an interpretivist and phenomenological perspective has helped show that homework is more than an after-class activity, evidence of compliance, or a tool for improving performance, because students, teachers, and families experience it differently; the theoretical discussion traces its movement from a traditional logic of repetition and control toward a formative mediation guided by purpose, relevance, and feedback, although that change depends on how each task is designed and supported; reviewing technocratic, constructivist, cognitivist, and connectivist imaginaries also shows that assigning more work does not guarantee better learning, which depends on quality, interest, self-regulation, family support, digital justice, and context; homework may deepen inequalities when it assumes that every student has the same time, resources, connectivity, or support at home, so the article proposes a deliberate and interpretive mediation that strengthens autonomy, connects classroom learning with everyday life, and maintains reasonable, guided, and context-sensitive expectations.
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