Affection as a movement of desire bound to pedagogical relations

In this article I present my journey through the pedagogy of affection, starting from a conjuncture that made me pay attention, in the teaching of Psychology of Art, Contemporary Visualities and Arts-based Research at the Faculty of Fine Arts, to the entanglement between desire and pedagogical relations. From this crossroad, I consider pedagogical relations (inspired by Bernard Charlot, Elizabeth Ellsworth, Alfred Porres and Max van Manen) as part of an encounter between subjects and knowledge that affects the positions of students and teachers and challenges the dualism 'them and us'. Desire (based on Gilles Deleuze and Jacque Lacan) emerges in pedagogical relations as an agency that needs to leave behind the obsession to reproduce and, mainly, to interpret, diagnose and classify the student. At this crossroad between pedagogical relations and desires, affects appear when an experience of encounter of subjectivities (how we know and narrate ourselves) and knowledge (how we link ourselves to what we know) takes place. To illustrate this entanglement of pedagogical relations, desire and affects, I present two examples connected with my roles of teacher and researcher. The first one links with an Artsbased Research course where teachers and students learn horizontally and differentially. The second one, focusing in a cartography make by a secondary school teacher to give an account of her learning path, is part of a larger research project 'How do teachers learn: educational implications and challenges for social change'. Both examples contribute to explore the notion of affection as part of a substantial change in the relationships around politics, research, and pedagogy

Teaching the unknown to facilitate the emergence of a pedagogical event

I have organized this article in two parts. First, I present some of the main concepts that illustrate the praxis of my teaching and researching task. These are concepts that help me build my positionality to cope with the unknown and move through the disturbances of the pedagogical relations at the University. In the second part, to illustrate how these concepts are performing in a collaborative teaching and researching process, I present a case developed with a group of undergraduate students in a course on arts-based research. Sharing and analyzing some of these disturbances help me to review my teaching positions, learning notions, assessment strategies, relationships with the students, uncertainties that emerged from the practice, and certainties that sometimes immobilize me in the teaching activities

Affection as a movement of desire bound to pedagogical relations

In this article I present my journey through the pedagogy of affection, starting from a conjuncture that made me pay attention, in the teaching of Psychology of Art, Contemporary Visualities and Arts-based Research at the Faculty of Fine Arts, to the entanglement between desire and pedagogical relations. From this crossroad, I consider pedagogical relations (inspired by Bernard Charlot, Elizabeth Ellsworth, Alfred Porres and Max van Manen) as part of an encounter between subjects and knowledge that affects the positions of students and teachers and challenges thedualism ‘them and us’. Desire (based on Gilles Deleuze and Jacque Lacan) emergesin pedagogical relations as an agency that needs to leave behind the obsession to reproduce and, mainly, to interpret, diagnose and classify the student. At this crossroad between pedagogical relations and desires, affects appear when an experience of encounter of subjectivities (how we know and narrate ourselves) and knowledge (how we link ourselves to what we know) takes place. To illustrate this entanglement of pedagogical relations, desire and affects, I present two examples connected with my roles of teacher and researcher. The first one links with an Arts- based Research course where teachers and students learn horizontally and differentially. The second one, focusing in a cartography make by a secondary school teacher to give an account of her learning path, is part of a larger research project "How do teachers learn: educational implications and challenges for social change". Both examples contribute to explore the notion of affection as part of a substantial change in the relationships around politics, research, and pedagogy

Supremum vs. maximum: λ-sets

AbstractWe show that, relative to the existence of an inaccessible cardinal, it is consistent that there is no λ-set of maximal size and that in the absence of inaccessible cardinals there is a λ-set of maximal size

Afavorir innovacions que canviïn la gramàtica de l'escola i les relacions pedagògiques, i que qüestionin la creació d'un subjecte neoliberal

Davant de l'actual interès per afavorir innovacions educatives amb la finalitat de promoure la creació de xarxes d'escoles innovadores o avançades, aquest article tracta de contribuir a l'actual efervescència educativa que es viu a Catalunya, explorant els temes següents: a) apuntar una genealogia que ajudi a situar les relacions entre innovació i escola; b) revisar algunes aportacions de les recerques relacionades amb el canvi i la transformació en l'educació que poden aportar llum sobre les condicions que poden fer possible que un procés de canvi arreli en la vida del centre, i no acabi sent una innovació vinculada a una moda; c) reflexionar sobre les estretes relacions entre algunes innovacions educatives i la formació d'un subjecte neoliberal, i d) aprofitar l'actual desig innovador per reflexionar i fer visibles les cultures pedagògiques dels centres i planificar els processos de canvi amb estratègies no de d'alt a baix, sinó tenint presents les necessitats, els sabers i els valors de cada comunitat educativa.Given the present interest in promoting educational innovations in order to stimulate the creation of innovative and advanced networks of schools, this article seeks to contribute to the current educational effervescence in Catalonia by exploring the following topics: a) situating a genealogy that could help to draw the relationship between innovation and schools; b) reviewing some of the research contributions related to change and transformation in education that can shed light on the conditions that can make possible a process of change rooted in the life of each school without becoming trend-linked innovation; c) reflecting on the close relationship between some educational innovations and the formation of neoliberal subjects; and d) taking advantage of the current desire for innovation in order to think about and make visible schools' educational cultures and to plan processes of change with strategies that are not top-down but rather which take into account the needs, knowledge, and values of each educational community

Las historias de vida como alternativa para visibilizar los relatos y experiencias silenciadas de la educación

En este artículo se hace referencia a una investigación sobre la constitución de la identidad de docentes en formación y en sus primeros años de trabajo, buscando que emerjan relatos invisibilizados y tratando de aportar otra dimensión de las historias de vida en educación. Una dimensión desde la que hemos pretendido dar cuenta de la complejidad de lo que experiencia el profesorado novel y en formación para generar micro-historias que permitan un relato otro de la historia contemporánea de la educación. En este caso, desde y con el profesorado que comienza en la profesión docente

Pensar la docencia universitaria desde las relaciones pedagógicas

Este artículo sirve de introducción y presentación a los textos que aparecen en esta sección especial extraordinaria de este número de la revista REIRE, están escritos a partir de algunas de las comunicaciones que se presentaron en las IV jornadas sobre La relación pedagógica en la universidad, que tuvieron lugar en la Universidad de Barcelona los días 18 y 19 de septiembre de 201

Using meta-ethnographic analysis to understand and represent youth's notions and experiences of learning in and out of secondary school

In the last four years, we have been researching how five groups of young people were learning inside and outside secondary schools. The novelty of this proposal was to invite these young people to act as researchers by carrying out their own ethnographic cases. As a result we produced 10 ethnographic reports - 5 prepared by students and 5 by the university research team. In this paper, we show part of the conversation between the five ethnographic reports written by us giving account of the processes and results of the studies implemented by students. This meta-ethnographic process tries to accomplish two main objectives: (a) to characterise the variety of youth' learning experiences in their mobilities and transitions in and outside schools and the ways of giving account of them in the ethnographic reports; (b) reporting own learning about the possibilities and limitations of the metaethnographic analysis

Students' Experiences in Suddenly Transformed Living and Educational Environments by COVID-19

This manuscript builds on research about how university students felt affected by the Covid19 pandemic and, especially, by the irruption of non-face-to-face classes and mixed teaching methods in this context. How have young people experienced this situation? How has it affected their wellbeing and the learning strategies should develop have had to incorporate into their virtual relationships? their virtual relationships? How have they related and relate to virtual tools for a task that they have always experienced face-to-face? To answer these questions, the TRAY-AP project that investigates how university students learn collected 89 scenes that show the effects of the Covid 19 on their lives and the university. We grouped these scenes into seven key concepts to detect how students were emotionally affected, especially by moving from face-to-face to virtual learning. From this analysis, although primarily negative, the emotional effects have also allowed them to generate positive strategies for readaptation and collaboration with other colleagues. All of which opens the way to rethink the predominant pedagogical and knowledge relations in the university