Eroticisms and somatopolitical spatialities in school. Geographical education in the dysphoria mundi
In this article I propose reflections on the place of geographic education in the dysphoria mundi. I accept the contributions of Paul B. Preciado on this planetary condition of recrudescence on dehumanized bodies, but also as a moment of epistemic-corporal revolution. I situate notes on the school w...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Facultad de Filosofía y Humanidades. Departamento de Geografía
2024
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/cardi/article/view/45915 |
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| Sumario: | In this article I propose reflections on the place of geographic education in the dysphoria mundi. I accept the contributions of Paul B. Preciado on this planetary condition of recrudescence on dehumanized bodies, but also as a moment of epistemic-corporal revolution. I situate notes on the school world and expressions that domination makes by oppressing students and teachers to bridge spatial education as a means of seeking pleasure and the expansion of corporealities in school. Bodies, eroticisms and spatialities express questions to (re)invent geographic education through other knowledge politics, cuir reflections, eroticisms, and differences in the classroom. |
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