Speech, silence, and equality of intelligences. Thinking the teaching praxis from a wild pragmatic-realistic view
The present article proposes to address arecurring problem in the teaching practice: the lack ofcirculation of speech in the classroom, which is usuallyaccompanied by a widespread apathy among studentstowards didactic proposals. With the aim of reflecting onthis issue, we propose to start from the a...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Universidad Nacional del Litoral
2020
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| Acceso en línea: | https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/Itinerarios/article/view/9887 |
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I26-R133-article-9887 |
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I26-R133-article-98872020-12-12T11:25:41Z Speech, silence, and equality of intelligences. Thinking the teaching praxis from a wild pragmatic-realistic view Palavra, silêncio e igualdade das inteligências. Pensando em ensinar práxis a partir de um realismo-pragmático selvagem Palabra, silencio e igualdad de las inteligencias. Pensar la praxis docente desde un realismo-pragmático salvaje GARCÍA, JUAN DIEGO Rancière speech equality impotence-potency Rancière habla igualdad impotencia-potencia Rancière fala igualdade impotência-potência The present article proposes to address arecurring problem in the teaching practice: the lack ofcirculation of speech in the classroom, which is usuallyaccompanied by a widespread apathy among studentstowards didactic proposals. With the aim of reflecting onthis issue, we propose to start from the account of a realcase –in our own experience– dealing with this problem,and then we will outline a perspective of analysis ofthe teaching practice which we call ‘wild pragmaticrealism’. This will allow us to think about and questionthis narration of experience in a unique way. Finally,we will relate this perspective with some categories ofThe Ignorant Schoolmaster by Jaques Rancière so asto question the issue of speech and silence in class. En el presente ensayo proponemos detenernos en torno a un problema recurrente en la praxisdocente: la falta de circulación de la palabra en el aula,muchas veces acompañada del desinterés y la apatía delos estudiantes en relación con la propuesta didáctica.Para pensarlo proponemos partir de un relato de experiencia propio, donde este problema se hace presente,y luego esbozaremos una perspectiva de análisis de lapraxis docente, que denominaremos «realismo-pragmático salvaje». La misma nos va a permitir pensar einterrogar el relato de experiencia de un modo singular.Por último, pondremos en relación esta perspectiva conalgunas categorías de El maestro ignorante de JaquesRancière, para intentar problematizar la cuestión delhabla y el silencio en las clases. Neste ensaio, propomos residir em um problema recorrente na práxis. professor: a falta de circulação da palavra na sala de aula, frequentemente acompanhada pelo desinteresse e apatia de alunos em relação à proposta didática. Para pensar sobre isso, propomos partir de um próprio relato de experiência, onde este problema está presente, e então iremos delinear uma perspectiva de análise do o ensino da práxis, que chamaremos de "realismo-pragmático selvagem". Isso nos permitirá pensar e questionar o relato da experiência de forma singular. Finalmente, iremos relacionar esta perspectiva com algumas categorias de The Ignorant Teacher de Jaques Rancière, para tentar problematizar a questão da fala e silêncio nas aulas. Universidad Nacional del Litoral 2020-12-11 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículos evaluados por método doble ciego. Items evaluated by double blind method. application/pdf https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/Itinerarios/article/view/9887 10.14409/ie.v0i13.9887 Itinerarios Educativos; Núm. 13 (2020): Itinerarios Educativos; 169-179 Itinerarios Educativos; No. 13 (2020): Itinerarios Educativos; 169-179 Itinerarios Educativos; n. 13 (2020): Itinerarios Educativos; 169-179 2362-5554 1850-3853 10.14409/ie.v0i13 spa https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/Itinerarios/article/view/9887/13172 |
| institution |
Universidad Nacional del Litoral |
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I-26 |
| repository_str |
R-133 |
| container_title_str |
Biblioteca Virtual - Publicaciones (UNL) |
| language |
Español |
| format |
Artículo revista |
| topic |
Rancière speech equality impotence-potency Rancière habla igualdad impotencia-potencia Rancière fala igualdade impotência-potência |
| spellingShingle |
Rancière speech equality impotence-potency Rancière habla igualdad impotencia-potencia Rancière fala igualdade impotência-potência GARCÍA, JUAN DIEGO Speech, silence, and equality of intelligences. Thinking the teaching praxis from a wild pragmatic-realistic view |
| topic_facet |
Rancière speech equality impotence-potency Rancière habla igualdad impotencia-potencia Rancière fala igualdade impotência-potência |
| author |
GARCÍA, JUAN DIEGO |
| author_facet |
GARCÍA, JUAN DIEGO |
| author_sort |
GARCÍA, JUAN DIEGO |
| title |
Speech, silence, and equality of intelligences. Thinking the teaching praxis from a wild pragmatic-realistic view |
| title_short |
Speech, silence, and equality of intelligences. Thinking the teaching praxis from a wild pragmatic-realistic view |
| title_full |
Speech, silence, and equality of intelligences. Thinking the teaching praxis from a wild pragmatic-realistic view |
| title_fullStr |
Speech, silence, and equality of intelligences. Thinking the teaching praxis from a wild pragmatic-realistic view |
| title_full_unstemmed |
Speech, silence, and equality of intelligences. Thinking the teaching praxis from a wild pragmatic-realistic view |
| title_sort |
speech, silence, and equality of intelligences. thinking the teaching praxis from a wild pragmatic-realistic view |
| description |
The present article proposes to address arecurring problem in the teaching practice: the lack ofcirculation of speech in the classroom, which is usuallyaccompanied by a widespread apathy among studentstowards didactic proposals. With the aim of reflecting onthis issue, we propose to start from the account of a realcase –in our own experience– dealing with this problem,and then we will outline a perspective of analysis ofthe teaching practice which we call ‘wild pragmaticrealism’. This will allow us to think about and questionthis narration of experience in a unique way. Finally,we will relate this perspective with some categories ofThe Ignorant Schoolmaster by Jaques Rancière so asto question the issue of speech and silence in class. |
| publisher |
Universidad Nacional del Litoral |
| publishDate |
2020 |
| url |
https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/Itinerarios/article/view/9887 |
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2023-07-05T23:16:51Z |
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