Technological vitalities in the becoming of the human: towards an embodied politics of teaching
Based on some developments in the field of feminist studies, we aim to investigate the definitions of bodies, matter and emotions in teaching practices mediated by technology from an ethnographic study from a gender and human rights perspective. To this end, we focus on the analysis of a set of assu...
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| Autores principales: | , , |
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| Formato: | Artículo publishedVersion |
| Lenguaje: | Español |
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Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA
2024
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| Acceso en línea: | https://revistascientificas.filo.uba.ar/index.php/iice/article/view/14846 https://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=reviice&d=14846_oai |
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| Sumario: | Based on some developments in the field of feminist studies, we aim to investigate the definitions of bodies, matter and emotions in teaching practices mediated by technology from an ethnographic study from a gender and human rights perspective. To this end, we focus on the analysis of a set of assumptions of teachers and students linked to pedagogical practices articulated to the use of technological resources, and reflect on the ways in which technology, as a materiality, can redefine bodies and the affective links between them. We are interested in developing an exploration about the implications of the use of technology from an attentive look at the embodied dimension of practices and, thus, raise new questions that lead us to rethink what is understood by bodies embodied in technology, and how to sustain, from this thread, pedagogical links crossed by aspects of the sensitive and affective. In short, from our inquiries, we observe how in teaching practices mediated by virtuality, digital resources and technological tools, the very condition of the human is redefined, and how, from this vital embodiment, it would be possible to imagine fair and democratic classrooms. |
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