Coexistencia dialógica en los procesos pedagógicos: memoria y experiencia corporal en clave lúdica
This study we analyzes the implications between the pedagogical tools that involve the experience of the body and their relation to the memory projections of Marketing and Advertising college students. To do this, we will consider the dialogic approach of the ludic appropriation dynamic...
Guardado en:
| Autor principal: | |
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| Formato: | Working Paper |
| Lenguaje: | Español |
| Publicado: |
Universidad de Belgrano. Red Latinoamericana de Cooperación Universitaria. RLCU
2013
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| Materias: | |
| Acceso en línea: | http://repositorio.ub.edu.ar/handle/123456789/1960 |
| Aporte de: |
| Sumario: | This study we analyzes the implications between the pedagogical tools that
involve the experience of the body and their relation to the memory
projections of Marketing and Advertising college students. To do this, we will
consider the dialogic approach of the ludic appropriation dynamics and its
political in different subjectification and subjection processes. For this reason,
it was held an analysis was of relational practices, bodily narratives,
expressions of social memory and body positional prospects arising from
pedagogic exploration activities based on speech and physical mobility
videogames. This allows us to develop a reflection that problematizes the
experience of the body with the appropriation of knowledge through the
game. For this reason, we analyze two rigorous proposals in this regard: first,
the epistemic analysis of the notion of body-appropriation-experience, the
dialogic perspectives on the processes of learning and memory as a
narrative of multiple voices. Second, analysis of the experiences applied to
the game with different positional strategies which subsumes the self in a
playful exploration activity. |
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