Narrativas autobiográficas, pedagogía y territorio: cartografías de experiencia escolar
During the pandemic, the contemporary experience of the world has become more cruel and visible. The narratives we had at our disposal have become impotent to describe it, to make sense of it and to interpret what is happening to us in the spaces and times reconfigured even before the health disaste...
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| Formato: | Online |
| Lenguaje: | spa |
| Publicado: |
Centro de Investigaciones Interdisciplinarias de Filosofía en la Escuela (CIIFE)
2023
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| Acceso en línea: | https://revistas.uncu.edu.ar/ojs3/index.php/saberesypracticas/article/view/6621 |
| Sumario: | During the pandemic, the contemporary experience of the world has become more cruel and visible. The narratives we had at our disposal have become impotent to describe it, to make sense of it and to interpret what is happening to us in the spaces and times reconfigured even before the health disaster. Schools, pedagogy and the teaching profession have not escaped these movements and destabilisations. Nor from the discursive automatisms of the techno-scholastic machine that semi-capitalist globalisation imposes on the discursive field of education. However, in this new visibility it is also possible to recognise and map collective and networked experiences of affirmative resistance. These are collectives of teachers and researchers who mobilise in a reticular way in the pedagogical field and deploy participatory research-training-action strategies in the territory. Many of them are increasingly exploring the narrative route to investigate the school experience in a different way and to inscribe their voice, words and knowledge in the public debate on education. |
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