Aula molecular: Pedagogía de lo elemental a lo cósmico
Resumen
Las actuales propuestas en innovación pedagógica sugieren la necesidad de apostar por una escuela abierta, y para ello, las teorías basadas en el conectivismo educativo o el aprendizaje rizomático buscan nuevas prácticas de aula que procuren cambios en la relación del alumnado y el profesorado. Estos cambios se refieren al rechazo de la infantilización docente, la destrucción del abuso de poder y la dinamización del aula o espacio de aprendizaje, por lo que se apunta hacia nuevas experiencias metodológicas en que las pequeñas particularidades del alumnado -lo molecular- se trabajen para la construcción de un conocimiento en constante desarrollo. De esta manera, se propone una pedagogía de lo elemental en que la participación permita construir multiplicidades que crezcan en forma de rizoma en busca de “devenires cósmicos”.
Palabras clave
Texto completo:
PDFReferencias
Aoki, T. (1993). Legitimating Lived Curriculum: Towards a Curricular Landscape of Multiplicity. Journal of curriculum and supervision, 8(3), 255-268. https://eric.ed.gov/?id=EJ461080
Biesta, G., Allan, J., Edwards, R., y Lewis, T. E. (2017). Inoperative Learning: A Radical Rewriting of Educational Potentialities. Routledge. https://doi.org/10.4324/9781315395708
Biffi, A., Bissola, R., y Imperatori, B. (2017). Chasing innovation: A pilot case study of a rhizomatic design thinking education program. Education+ Training. http://dx.doi.org/10.1108/ET-01-2016-0007
Castro, A. (2021). When the map shakes up the territory. Researching teachers’ learning through a non-representational cartographic approach. International Journal of Qualitative Studies in Education, 0(0), 1-16. https://doi.org/10.1080/09518398.2021.1930249
Chan, K. H. (2010). Rethinking children’s participation in curriculum making: A rhizomatic movement. International Critical Childhood Policy Studies Journal, 4(1), 107-122. https://journals.sfu.ca/iccps/index.php/childhoods/article/view/37
Cole, D. R. (2014). Inter-collapse… Educational nomadology for a future generation. En M. Carlin y J. Wallen (Eds.), Deleuze and Guattari, politics and education (pp. 77–94). New York: Bloomsbury Academic.
Cormier, D. (2008). Rhizomatic education: Community as curriculum. Innovate: Journal of online education, 4(5). https://nsuworks.nova.edu/innovate/vol4/iss5/2/
de Freitas, E. (2012). The Classroom as Rhizome: New Strategies for Diagramming Knotted Interactions. Qualitative Inquiry, 18(7), 557-570. https://doi.org/10.1177/1077800412450155
Deleuze, G. (1990). The logic of sense. Columbia University Press.
Deleuze, G. y Guattari, F. (1987). A Thousand Plateaus: Capitalism and schizophrenia. Minneapolis: University of Minnesota Press
Dosse, F. (2010). Gilles Deleuze and Félix Guattari: Intersecting Lives. Columbia University Press.
Duobliene, L. (2021). The Class as a Creation Machine: Teaching for, with and within Transversality. Journal of Philosophy of Education, 55(2), 323-333. https://doi.org/10.1111/1467-9752.12479
Engeström, Y. (2001). Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of education and work, 14(1), 133-156. https://www.tandfonline.com/doi/pdf/10.1080/13639080020028747
Freinet, C. (1967). Le journal scolaire. Ed. de l’École Moderne Française, France.
Genosko, G. (2002). Felix Guattari: An Aberrant Introduction. London: Continuum.
Grinberg, S. (2013). Researching the pedagogical apparatus (dispositf): An ethnography of the molar, molecular and desire in contexts of extreme urban poverty. En R. Coleman y J. Ringrose (Eds.), Deleuze and research methodologies (pp. 201–218). Edinburgh: Edinburgh University Press.
Hargraves, V. J. (2020). Children and the Ethics of Creativity: Rhythmic Affectensities in Early Childhood Education. Springer Nature.
Jagodzinski, J. (2017). From the Artist to the Cosmic Artisan: The Educational Task for Art in Anthropogenic Times. En C. Naughton, G., Biesta y D. R. Cole (Eds.), Art, Artists and Pedagogy, London: Taylor & Francis.
Kohan, W. O. (2011). Childhood, education and philosophy: Notes on deterritorialisation. Journal of Philosophy of Education, 45(2), 339-357. http://dx.doi.org/10.1111/j.1467-9752.2011.00796.x
Kruger, F., y Le Roux, A. (2020). A schizoanalytic exploration of the potential of fabulation for the creation of new social collectivities in pre-service teacher education. Pedagogy, Culture & Society, 28(2), 241-259. https://doi.org/10.1080/14681366.2019.1629994
Martin, A. D., y Kamberelis, G. (2013). Mapping not tracing: Qualitative educational research with political teeth. International Journal of Qualitative Studies in Education, 26(6), 668-679. https://doi.org/10.1080/09518398.2013.788756
Molin, F. D. (2011). Rhizomes and molar and molecular flows of the machine-school: A cartographer’s confessions. Psicologia e Sociedade, 23(2), 303-311. https://doi.org/10.1590/S0102-71822011000200011
Olsson, L. M. (2009). Movement and experimentation in young children’s learning: Deleuze and Guattari in early childhood education. Routledge.
Olsson, L. M. (2013). Taking Children’s Questions Seriously: The Need for Creative Thought. Global Studies of Childhood, 3(3), 230-253. https://doi.org/10.2304/gsch.2013.3.3.230
Pente, P., Massing, C., y Kirova, A. (2017). Collaborative Landscapes Within Deleuze/Guattarian Affect and Assemblage: Aesthetic Notions of Place Explored by Preschool Immigrant Teachers, Parents and Children. En J. M. Iorio y W. Parnell (Eds.), Meaning Making in Early Childhood Research. Routledge.
Peters, M., y Burbules, N. C. (2004). Poststructuralism and educational research. Lanham, MD: Rowan & Littlefield.
Roberts, S., y Hardy-Smith, B. (2018). New Materialist Pedagogy: A Deleuzo-Bergsonian Image of Thought. International Conference on Transdisciplinary Imaging: The Latent Image, 415-428. https://doi.org/10.6084/m9.figshare.6104738.v1
Roy, K. (2003). Teachers in nomadic spaces: Deleuze and curriculum (Vol. 5). Peter Lang Pub Incorporated.
Semetsky, I. (2008). Nomadic education: Variations on a theme by Deleuze and Guattari. BRILL.
Sherbine, K., y Hara, M. (2020). The curriculum-as-plan as the refrain. Journal of Curriculum and Pedagogy, 0(0), 1-20. https://doi.org/10.1080/15505170.2020.1841047
Shipley, J. W., Comaroff, J. y Mbembe, A. (2010). Africa in Theory: A Conversation between Jean Comaroff and Achille Mbembe. Anthropological Quarterly, 83(3): 653–678. https://doi.org/10.1353/anq.2010.0010
Sholtz, J. (2021). A Thousand Plateaus and Cosmic Artisanry: On Becoming Destroyer of Worlds. Deleuze and Guattari Studies, 15(2), 197-225. https://doi.org/10.3366/dlgs.2021.0436
Shukie, P. (2019). Connectivism, Chaos and Chaoids: How Practitioners Might Find Inspiration from Chaos to Find New Spaces for Teaching and Learning. PRISM: Casting New Light on Learning, Theory and Practice, 2(2), 39-61. https://www.academia.edu/39824969/Connectivism_Chaos_and_Chaoids_How_Practitioners_Might_Find_Inspiration_from_Chaos_to_Find_New_Spaces_for_Teaching_and_Learning
Siemens, G. (2005). Connectivism: A Learning Theory for the Digital Age. International Journal of Instructional Technology and Distance Learning, 2(1), 3-10. https://www.itdl.org/Journal/Jan_05/article01.htm
Skott-Myhre, H., Pacini-Ketchabaw, V., y Kalfleish, L. (2018). Towards a Pedagogy of Immanence: Transversal Revolts Under Neoliberal Capitalism. En D. R. Cole y J. N. P. Bradley (Eds.), Principles of Transversality in Globalization and Education (pp. 97-114). Springer. https://doi.org/10.1007/978-981-13-0583-2_7
Strom, K. J., y Martin, A. D. (2017). Molar and Molecular Activity. En K. J. Strom y A. D. Martin (Eds.), Becoming-Teacher: A Rhizomatic Look at First-Year Teaching (pp. 59-78). SensePublishers. https://doi.org/10.1007/978-94-6300-872-3_5
Wallin, J. (2013). Morphologies for a pedagogical life. En I. Semetsky y D. Masny (Eds.),
Deleuze and education (pp. 196–214). Edinburgh University Press.
Enlaces refback
- No hay ningún enlace refback.