When the X (me) escapes. Occasions for disruption in elementary school between language, its norm and its overflow.
Our article seeks to point out some clues about the pedagogical potential of the presence, disruptive or unexpected, of certain forms of inclusive use of language in our daily work in an elementary school. From there, we are interested in thinking from practice certain resistances, tensions and poss...
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| Autores principales: | , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Área Feminismos, Género y Sexualidades del Centro de Investigaciones "María Saleme de Burnichón" de la Facultad de Filosofía y Humanidades, Universidad Nacional de Córdoba
2021
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/polemicasfeminista/article/view/32207 |
| Aporte de: |
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I10-R351-article-32207 |
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Universidad Nacional de Córdoba |
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R-351 |
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Polémicas Feministas |
| language |
Español |
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Artículo revista |
| topic |
Inclusive language Primary education Integral Sexual Education Lenguaje inclusivo Educación Primaria Educación Sexual Integral Linguagem inclusiva Ensino primário Educação Sexual Integral |
| spellingShingle |
Inclusive language Primary education Integral Sexual Education Lenguaje inclusivo Educación Primaria Educación Sexual Integral Linguagem inclusiva Ensino primário Educação Sexual Integral Gómez, María Luz Heredia, Virginia When the X (me) escapes. Occasions for disruption in elementary school between language, its norm and its overflow. |
| topic_facet |
Inclusive language Primary education Integral Sexual Education Lenguaje inclusivo Educación Primaria Educación Sexual Integral Linguagem inclusiva Ensino primário Educação Sexual Integral |
| author |
Gómez, María Luz Heredia, Virginia |
| author_facet |
Gómez, María Luz Heredia, Virginia |
| author_sort |
Gómez, María Luz |
| title |
When the X (me) escapes. Occasions for disruption in elementary school between language, its norm and its overflow. |
| title_short |
When the X (me) escapes. Occasions for disruption in elementary school between language, its norm and its overflow. |
| title_full |
When the X (me) escapes. Occasions for disruption in elementary school between language, its norm and its overflow. |
| title_fullStr |
When the X (me) escapes. Occasions for disruption in elementary school between language, its norm and its overflow. |
| title_full_unstemmed |
When the X (me) escapes. Occasions for disruption in elementary school between language, its norm and its overflow. |
| title_sort |
when the x (me) escapes. occasions for disruption in elementary school between language, its norm and its overflow. |
| description |
Our article seeks to point out some clues about the pedagogical potential of the presence, disruptive or unexpected, of certain forms of inclusive use of language in our daily work in an elementary school. From there, we are interested in thinking from practice certain resistances, tensions and possibilities (analytical keys that we take from the reflections of Mattio, 2018) in the framework of that educational institution. Our place in the elementary school of Sol Naciente neighborhood (Córdoba) is inhabited from the accompaniment of some projects focused on active listening to children and co-protagonism as well as critical reflection on the teaching work and the participation of children. From this space, both in the workshops we coordinate with the children and with the teachers and the management team, it happens that the use of inclusive language as a modality in experimentation from our own speech and writing, escapes us. From two situations of school life that emerged in workshops with children and from certain conversations with the school's vice-principal, we wondered about what is at stake in these escapes and their effects. |
| publisher |
Área Feminismos, Género y Sexualidades del Centro de Investigaciones "María Saleme de Burnichón" de la Facultad de Filosofía y Humanidades, Universidad Nacional de Córdoba |
| publishDate |
2021 |
| url |
https://revistas.unc.edu.ar/index.php/polemicasfeminista/article/view/32207 |
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I10-R351-article-322072024-03-13T20:44:50Z When the X (me) escapes. Occasions for disruption in elementary school between language, its norm and its overflow. Cuando se (me) fuga la X. Ocasiones para la disrupción en la escuela primaria entre la lengua, su norma y su desborde Quando o X ( me) escapa. Ocasiões de perturbação na escola primária entre a língua, a sua norma e o seu transbordamento Gómez, María Luz Heredia, Virginia Inclusive language Primary education Integral Sexual Education Lenguaje inclusivo Educación Primaria Educación Sexual Integral Linguagem inclusiva Ensino primário Educação Sexual Integral Our article seeks to point out some clues about the pedagogical potential of the presence, disruptive or unexpected, of certain forms of inclusive use of language in our daily work in an elementary school. From there, we are interested in thinking from practice certain resistances, tensions and possibilities (analytical keys that we take from the reflections of Mattio, 2018) in the framework of that educational institution. Our place in the elementary school of Sol Naciente neighborhood (Córdoba) is inhabited from the accompaniment of some projects focused on active listening to children and co-protagonism as well as critical reflection on the teaching work and the participation of children. From this space, both in the workshops we coordinate with the children and with the teachers and the management team, it happens that the use of inclusive language as a modality in experimentation from our own speech and writing, escapes us. From two situations of school life that emerged in workshops with children and from certain conversations with the school's vice-principal, we wondered about what is at stake in these escapes and their effects. Nuestro artículo busca apuntar algunas pistas acerca del potencial pedagógico de la presencia, disruptiva o inesperada, de ciertas formas de uso inclusivo de la lengua en nuestro trabajo cotidiano en una escuela primaria. A partir de allí, nos interesa pensar desde la práctica ciertas resistencias, tensiones y posibilidades (claves analíticas que tomamos de las reflexiones de Mattio, 2018) en el marco de dicha institución educativa. Nuestro lugar en la escuela primaria de barrio Sol Naciente (Córdoba) se habita desde el acompañamiento a algunos proyectos focalizados en la escucha activa a lxs niñxs y el co protagonismo así como a la reflexión crítica en torno al trabajo docente y la participación de lxs chicxs. Desde ese espacio, tanto en los talleres que coordinamos con lxs chicxs como con las maestras y el equipo directivo, ocurre que el uso del lenguaje inclusivo como una modalidad en experimentación desde nuestra propia habla y escritura, se nos escapa. A partir de dos situaciones de la vida escolar emergidas en talleres con niñxs y de ciertas conversaciones con la vicedirectora de la escuela, nos preguntamos por lo que se juega en esas fugas y sus efectos. O nosso artigo procura apontar algumas pistas sobre o potencial pedagógico da presença, perturbadora ou inesperada, de certas formas de utilização inclusiva da língua no nosso trabalho diário numa escola primária. A partir daí, estamos interessados em pensar a partir da prática certas resistências, tensões e possibilidades (chaves analíticas que retiramos das reflexões de Mattio, 2018) no quadro dessa instituição de ensino. O nosso lugar na escola primária do bairro Sol Naciente (Córdoba) é habitado pelo acompanhamento de alguns projectos centrados na escuta activa das crianças e no co-protagonismo, bem como pela reflexão crítica sobre o trabalho dos professores e a participação das crianças. Deste espaço, tanto nos workshops que coordenamos com as crianças como com os professores e a equipa de gestão, acontece que o uso da linguagem inclusiva como modalidade de experimentação da nossa própria fala e escrita, nos escapa. A partir de duas situações da vida escolar que surgiram em seminários com crianças e de certas conversas com o vice-director da escola, perguntamo-nos o que está em jogo nestas fugas e os seus efeitos. Área Feminismos, Género y Sexualidades del Centro de Investigaciones "María Saleme de Burnichón" de la Facultad de Filosofía y Humanidades, Universidad Nacional de Córdoba 2021-03-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.unc.edu.ar/index.php/polemicasfeminista/article/view/32207 Polémicas Feministas; Vol. 4 (2020): Feminisms and sex-gendered dissidence in Argentina: Genealogies, political imaginaries and (de)constructions of commonness; 1-17 Polémicas Feministas; Vol. 4 (2020): Feminismos y disidencias sexogenéricas en la Argentina: Genealogías, imaginarios políticos y (de)construcciones de lo común; 1-17 Polémicas Feministas; v. 4 (2020): Feminismos e dissidência entre sexos na Argentina: Genealogias, imaginários políticos e (des)construções do comum; 1-17 2591-3611 1853-4309 spa https://revistas.unc.edu.ar/index.php/polemicasfeminista/article/view/32207/33024 Derechos de autor 2021 María Luz Gómez, Virginia Heredia https://creativecommons.org/licenses/by-nc-nd/4.0 |