A fuerza de escuela: imágenes de la escuela a través de una experiencia docente
The present text is born of the pedagogic reflection that happens in a teaching experience, which has occurred into a constant movement, for the situations that give place to the life in the school, to the relations restored with the students, and to the ways that give place to think about “other wa...
| Autor Principal: | Castaño Peláez, Juan Fernando |
|---|---|
| Formato: | info:eu-repo/semantics/article |
| Idioma: | spa |
| Publicado: |
Educación
2017
|
| Materias: | |
| Acceso en línea: |
Castaño, J.F. (2017). A fuerza de Escuela: imágenes de la escuela a través de una experiencia docente. (Trabajo de grado Maestría en Educación). Universidad de San Buenaventura Colombia, Facultad de Educación, Medellín. |
| Etiquetas: |
Agregar Etiqueta
Sin Etiquetas, Sea el primero en etiquetar este registro!
|
| Sumario: |
The present text is born of the pedagogic reflection that happens in a teaching experience, which has occurred into a constant movement, for the situations that give place to the life in the school, to the relations restored with the students, and to the ways that give place to think about “other ways” of doing presence inside the educational Institution called School.
The above mentioned experience will be narrated in three moments, namely: The present as Pretext, to Resign or to Re-enunciate the voice of the teacher, and the teacher inventor: Three moments that are constituted in evocative ways of approaches and perceptions across which the teacher is assuming for proper account its experiences, the forms in which he decides to be in the classroom: as life history, like action in movement, like possibility of change.
For such an effect, there will appear words that are proper, words of others that personify in themselves affinities, across authors like Mélich (1994), Masschelein (2014), and Ranciére (1998), who with its echoes accompany, the voices of those that have made opportunities and challenges possible, for the present pedagogic reflection.
It is a question then of counting; of setting in words, the experience of a meeting, or as Larrosa (2001) says, a reunion with the infancy, that is to say, when the meeting with the infancy makes us think and translate this thought in words, then perhaps what we do is a philosophy, although we do not know it. “Nothing of what is quoting continuously the infancy is true; only this it is what, her meeting again, the account”. The infancy as figure of event, of movements and of changes. |
|---|