The Grade Council: lines of escape from traditional teaching practices
The article aims to address the ways in which traditional teaching practices are challenged by the establishment of a space that promotes student participation at the primary school level, oriented toward organizing everyday school life. Using a historical-ethnographic approach, the article document...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA
2025
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| Acceso en línea: | https://revistascientificas.filo.uba.ar/index.php/iice/article/view/16477 |
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| Sumario: | The article aims to address the ways in which traditional teaching practices are challenged by the establishment of a space that promotes student participation at the primary school level, oriented toward organizing everyday school life.
Using a historical-ethnographic approach, the article documents how, by fostering children's participation—based on the recognition of their ability to speak and think about common school matters—a paradox historically embedded in the school space emerges publicly. This paradox refers to the political formation of a (future) citizen who is excluded from exercising such a role in the present.
Indeed, the article seeks to argue that the tensions arising in the development of a participatory space in schools are connected to the friction generated by the intersection of a logic of openness to participation and the traditional school structure, which is shaped by conceptions of childhood rooted in subordination and obedience to adults. It is concluded, therefore, that the emergence of such dilemmas, questions, and dynamics can foster openings toward alternative forms of power relations within the school. |
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