Intentional gestures: altering compositional rules in educational research

This article shares reflections on an ongoing doctoral research about corporeality in English teachers’ training courses bred within the framework of a project and research group of a state university in Argentina. Its primary interest relies on the reflection on educational research based on a &quo...

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Autores principales: Gonzalez, Paula Anahi, Yedaide, María Marta
Formato: Artículo revista
Lenguaje:Español
Publicado: IRICE (CONICET-UNR) 2024
Materias:
investigación educativa
etnografía pedagógica
(anti)metodología
corporeidad
educational research
pedagogical ethnography
(anti)methodology
corporeality
Acceso en línea:https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1890
Aporte de:
Revista IRICE (CONICET) de Universidad Nacional de Rosario
id I15-R240-article-1890
record_format ojs
spelling I15-R240-article-18902025-07-02T21:29:14Z Intentional gestures: altering compositional rules in educational research Gestos inten(c/s)ionados: alterando las reglas de composición de la investigación educativa Gonzalez, Paula Anahi Yedaide, María Marta investigación educativa etnografía pedagógica (anti)metodología corporeidad educational research pedagogical ethnography (anti)methodology corporeality This article shares reflections on an ongoing doctoral research about corporeality in English teachers’ training courses bred within the framework of a project and research group of a state university in Argentina. Its primary interest relies on the reflection on educational research based on a "pedagogical ethnography" of the project and its developments. Its ethical-onto-epistemic stance draws on socio-critical, decolonial, queer, posthumanist and neo-materialist, as well as post-qualitative and anti-methodological approaches. By making the research and what it has fostered explicit, we share the gestures that are altering the rules of composition of conventional academic production. In this sense, there is a focus on the way in which affections and their ethical-political implications alter the ways of producing knowledge and recursively, the place of the researcher and participants in the research.It is an effort to show "the research’s kitchen": the relationships that the academic community of belonging establishes with research practices in the contemporary scenario. Finally, the reasons why these new relationships lead to an inevitable reterritorialization in the educational field are made explicit. Este artículo comparte reflexiones respecto de una investigación doctoral en curso en torno a la corporeidad en la formación docente de inglés, impulsada en el marco de un proyecto y grupo de investigación de una universidad pública argentina. Toma como interés primordial la reflexión sobre la investigación educativa a partir de una “etnografía pedagógica” del proyecto y sus devenires, desde un posicionamiento ético-onto-epistémico que abreva de lo sociocrítico, lo descolonial, lo queer, lo posthumanista y lo neomaterialista, así como también de posturas postcualitativas y antimetodológicas. A partir de una descripción de la investigación y lo que ha propiciado, se comparten los gestos que van alterando las reglas de composición de la producción académica convencional. En este sentido, se pone de manifiesto el modo en que las afecciones y sus implicancias ético-políticas alteran los modos de producir conocimientos y, recursivamente, el lugar del investigador y de quienes participan del trabajo. Se trata de un esfuerzo por mostrar “la cocina” de las formas de relación que la comunidad académica de pertenencia establece con la práctica de la investigación educativa en la contemporaneidad. Finalmente, se explicitan las razones que dan cuenta del por qué estas nuevas formas conducen a una inevitable reterritorialización en el campo educativo. IRICE (CONICET-UNR) 2024-12-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html application/zip https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1890 10.35305/revistairice.vi47.1890 Revista IRICE; Núm. 47 (2024); 35-54 2618-4052 0327-392X spa https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1890/3160 https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1890/3161 https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1890/3162 Derechos de autor 2024 Paula Anahi Gonzalez, María Marta Yedaide https://creativecommons.org/licenses/by-nc-sa/4.0
institution Universidad Nacional de Rosario
institution_str I-15
repository_str R-240
container_title_str Revista IRICE (CONICET)
language Español
format Artículo revista
topic investigación educativa
etnografía pedagógica
(anti)metodología
corporeidad
educational research
pedagogical ethnography
(anti)methodology
corporeality
spellingShingle investigación educativa
etnografía pedagógica
(anti)metodología
corporeidad
educational research
pedagogical ethnography
(anti)methodology
corporeality
Gonzalez, Paula Anahi
Yedaide, María Marta
Intentional gestures: altering compositional rules in educational research
topic_facet investigación educativa
etnografía pedagógica
(anti)metodología
corporeidad
educational research
pedagogical ethnography
(anti)methodology
corporeality
author Gonzalez, Paula Anahi
Yedaide, María Marta
author_facet Gonzalez, Paula Anahi
Yedaide, María Marta
author_sort Gonzalez, Paula Anahi
title Intentional gestures: altering compositional rules in educational research
title_short Intentional gestures: altering compositional rules in educational research
title_full Intentional gestures: altering compositional rules in educational research
title_fullStr Intentional gestures: altering compositional rules in educational research
title_full_unstemmed Intentional gestures: altering compositional rules in educational research
title_sort intentional gestures: altering compositional rules in educational research
description This article shares reflections on an ongoing doctoral research about corporeality in English teachers’ training courses bred within the framework of a project and research group of a state university in Argentina. Its primary interest relies on the reflection on educational research based on a "pedagogical ethnography" of the project and its developments. Its ethical-onto-epistemic stance draws on socio-critical, decolonial, queer, posthumanist and neo-materialist, as well as post-qualitative and anti-methodological approaches. By making the research and what it has fostered explicit, we share the gestures that are altering the rules of composition of conventional academic production. In this sense, there is a focus on the way in which affections and their ethical-political implications alter the ways of producing knowledge and recursively, the place of the researcher and participants in the research.It is an effort to show "the research’s kitchen": the relationships that the academic community of belonging establishes with research practices in the contemporary scenario. Finally, the reasons why these new relationships lead to an inevitable reterritorialization in the educational field are made explicit.
publisher IRICE (CONICET-UNR)
publishDate 2024
url https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1890
work_keys_str_mv AT gonzalezpaulaanahi intentionalgesturesalteringcompositionalrulesineducationalresearch
AT yedaidemariamarta intentionalgesturesalteringcompositionalrulesineducationalresearch
AT gonzalezpaulaanahi gestosintencsionadosalterandolasreglasdecomposiciondelainvestigacioneducativa
AT yedaidemariamarta gestosintencsionadosalterandolasreglasdecomposiciondelainvestigacioneducativa
first_indexed 2025-03-20T05:02:26Z
last_indexed 2025-09-04T05:02:02Z
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