Learning the “common”. Doing common as a domain of knowledge
In this presentation, we propose to analyze, from a historical-ethnographic approach, the learning of doing common that unfolds among children aged 6 and 7 in school teaching situations in the Municipality of Pinamar, in the Province of Buenos Aires. Throughout a school day, children experience diff...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Escuela de Antropología - FHyA
2024
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| Acceso en línea: | https://revistadeantropologia.unr.edu.ar/index.php/revistadeantropologia/article/view/298 |
| Aporte de: |
| id |
I15-R207-article-298 |
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ojs |
| institution |
Universidad Nacional de Rosario |
| institution_str |
I-15 |
| repository_str |
R-207 |
| container_title_str |
Revista de la Escuela de Antropología |
| language |
Español |
| format |
Artículo revista |
| topic |
Aprendizaje común actividad niñez y hacer común Learning common activity childhood and do common Aprendizagem comum atividade infância e fazer comum |
| spellingShingle |
Aprendizaje común actividad niñez y hacer común Learning common activity childhood and do common Aprendizagem comum atividade infância e fazer comum Rúa, Maximiliano Learning the “common”. Doing common as a domain of knowledge |
| topic_facet |
Aprendizaje común actividad niñez y hacer común Learning common activity childhood and do common Aprendizagem comum atividade infância e fazer comum |
| author |
Rúa, Maximiliano |
| author_facet |
Rúa, Maximiliano |
| author_sort |
Rúa, Maximiliano |
| title |
Learning the “common”. Doing common as a domain of knowledge |
| title_short |
Learning the “common”. Doing common as a domain of knowledge |
| title_full |
Learning the “common”. Doing common as a domain of knowledge |
| title_fullStr |
Learning the “common”. Doing common as a domain of knowledge |
| title_full_unstemmed |
Learning the “common”. Doing common as a domain of knowledge |
| title_sort |
learning the “common”. doing common as a domain of knowledge |
| description |
In this presentation, we propose to analyze, from a historical-ethnographic approach, the learning of doing common that unfolds among children aged 6 and 7 in school teaching situations in the Municipality of Pinamar, in the Province of Buenos Aires. Throughout a school day, children experience different activities in the classroom. Sometimes, learning is situated within the framework of individual experiences; in others, it develops in plots that involve more than two children interacting in the resolution of the same task. By understanding learning as a situated experience of knowledge construction, in this paper we focus on the analysis of activities that involve more than two children in the realization of a task oriented to the elaboration of the same object. Although these activities are centered on the learning of a specific domain of knowledge, they also give rise to the learning of a complete network of practices linked to the production of the common. |
| publisher |
Escuela de Antropología - FHyA |
| publishDate |
2024 |
| url |
https://revistadeantropologia.unr.edu.ar/index.php/revistadeantropologia/article/view/298 |
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AT ruamaximiliano learningthecommondoingcommonasadomainofknowledge AT ruamaximiliano aprendiendolocomunelhacercomuncomodominiodeconocimiento AT ruamaximiliano aprendendoocomumofazercomuncomodominiodoconhecimento |
| first_indexed |
2025-02-05T22:40:30Z |
| last_indexed |
2025-02-05T22:40:30Z |
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1823258947741548544 |
| spelling |
I15-R207-article-2982024-12-20T14:02:22Z Learning the “common”. Doing common as a domain of knowledge Aprendiendo lo “común”. El hacer común como dominio de conocimiento Aprendendo o “comum”. O fazer comun como domínio do conhecimento Rúa, Maximiliano Aprendizaje común actividad niñez y hacer común Learning common activity childhood and do common Aprendizagem comum atividade infância e fazer comum In this presentation, we propose to analyze, from a historical-ethnographic approach, the learning of doing common that unfolds among children aged 6 and 7 in school teaching situations in the Municipality of Pinamar, in the Province of Buenos Aires. Throughout a school day, children experience different activities in the classroom. Sometimes, learning is situated within the framework of individual experiences; in others, it develops in plots that involve more than two children interacting in the resolution of the same task. By understanding learning as a situated experience of knowledge construction, in this paper we focus on the analysis of activities that involve more than two children in the realization of a task oriented to the elaboration of the same object. Although these activities are centered on the learning of a specific domain of knowledge, they also give rise to the learning of a complete network of practices linked to the production of the common. En esta presentación, nos proponemos analizar, desde un enfoque histórico-etnográfico, el aprendizaje de hacer común que se despliega entre niñes de 6 y 7 años en situaciones de enseñanza escolar en el Municipio de Pinamar, en la Provincia de Buenos Aires. A lo largo de un día escolar, les niñes vivencian diferentes actividades en el salón de clases. En algunas ocasiones, los aprendizajes se sitúan en el marco de experiencias individuales; en otras, se desarrollan en tramas que involucran a más de dos niñes interactuando en la resolución de una misma tarea. Entendiendo al aprendizaje como una experiencia situada de construcción de conocimiento, en esta presentación nos enfocamos en el análisis de las actividades que involucran a más de dos niñes en la realización de una tarea orientada a elaboración de un mismo objeto. Aunque estas actividades están centradas en el aprendizaje de un dominio específico del conocimiento, también suscitan el aprendizaje de un entramado completo de prácticas vinculadas a la producción de lo común Nesta apresentação propomos analisar, desde uma abordagem histórico-etnográfica, a aprendizagem do fazer comum que se desenvolve entre crianças de 6 e 7 anos em situações de ensino escolar no Município de Pinamar, na província de Buenos Aires. No percurso de um dia escolar, as crianças vivenciam diferentes atividades na sala de aula. Em algumas ocasiões, a aprendizagem situa-se no âmbito das experiências individuais; em outras, desenvolvem-se em tramas que incluem mais de duas crianças interagindo na resolução de uma mesma tarefa. Entendendo a aprendizagem como uma experiência situada de construção de conhecimento, centramo-nos aqui na análise de atividades que envolvem mais de duas crianças na realização de uma tarefa que visa a criação do mesmo objeto. Embora essas atividades estejam focadas na aprendizagem de um domínio específico do conhecimento, elas também incentivam a aprendizagem de uma rede completa de práticas ligadas à produção do comum Escuela de Antropología - FHyA 2024-12-20 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html application/epub+zip https://revistadeantropologia.unr.edu.ar/index.php/revistadeantropologia/article/view/298 10.35305/rea.XXXV.298 Revista de la Escuela de Antropología; Núm. XXXV (2024) 2618-2998 1852-1576 spa https://revistadeantropologia.unr.edu.ar/index.php/revistadeantropologia/article/view/298/353 https://revistadeantropologia.unr.edu.ar/index.php/revistadeantropologia/article/view/298/354 https://revistadeantropologia.unr.edu.ar/index.php/revistadeantropologia/article/view/298/355 Derechos de autor 2024 Maximiliano Rúa https://creativecommons.org/licenses/by-nc-sa/4.0 |