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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| Sumario: | 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. |
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