Towards a genealogy of experience: Educational management in a newly created school (2009-2015)

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The triumph of the school represents the triumph of an autonomous ethical conscience. The limit nests in our own experience. This work arises from an educational praxis in a high school in Buenos Aires between 2009 and 2015. Reflecting on the school helps us to understand it as a space wher...

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Autor principal: Nacach, Gabriela
Formato: Artículo publishedVersion
Lenguaje:Español
Publicado: Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA 2020
Materias:
school dynamics
educational management
public education
epistemological surveillance
dinámica escolar
gestión educativa
educación pública
vigilancia epistemológica
Acceso en línea:http://revistascientificas.filo.uba.ar/index.php/iice/article/view/9641
http://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=reviice&d=9641_oai
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Repositorio Digital de la Universidad de Buenos Aires (UBA) de Universidad de Buenos Aires
id I28-R145-9641_oai
record_format dspace
spelling I28-R145-9641_oai2022-11-24 Nacach, Gabriela 2020 The triumph of the school represents the triumph of an autonomous ethical conscience. The limit nests in our own experience. This work arises from an educational praxis in a high school in Buenos Aires between 2009 and 2015. Reflecting on the school helps us to understand it as a space where a multiplicity of variables that challenge our daily practice and our subjectivity as teachers are displayed.\n Underlying this writing is the question about knowledge, about what is learned in school, about other forms of learning, about teaching methods, about the always conflicting relationship between “the established” in school dynamics (norms, spaces, bureaucratic mechanisms, school rituals) and the novelty, for the political-role that educators assume daily, for institutional management. I ask myself, also, about the authority, the autonomy and the transgression and the ways of validating or contrasting the educational truths, for the cultural and historical construction of the actors who pass through the school and their real importance within the school process. I finally try to position myself critically in front of my own performance, presenting myself but also re-presenting myself, denaturing my own assumptions and opting, again, for public education. El triunfo de la escuela no es sino el triunfo de una conciencia ética autónoma. El límite anida en nuestra propia experiencia. Este trabajo surge de una praxis educativa en una escuela secundaria de la CABA entre 2009 y 2015. Objetivar la escuela y reflexionar sobre ella nos ayuda a entenderla como un espacio donde se despliegan multiplicidad de dimensiones que desafían la práctica cotidiana y nuestra subjetividad docente. Subyace en este escrito la pregunta por el conocimiento, por lo que se aprende en la escuela, por las otras formas de aprender, por los modos de enseñanza, por la relación siempre conflictiva entre “lo establecido” en la dinámica escolar (las normas, los espacios, los mecanismos burocráticos, los rituales escolares) y la novedad, por el rol –político– que asumimos cotidianamente los y las educadoras, por la gestión institucional. Me interrogo, también, por la autoridad, la autonomía y la transgresión y las formas de validar o contrastar las verdades educativas, por la construcción cultural e histórica de los actores que transitan la escuela y su importancia real dentro del proceso escolar. Intento finalmente posicionarme críticamente frente al propio desempeño, presentándome pero también re-presentándome, desnaturalizando mis propios supuestos y optando, nuevamente, por la educación pública. application/pdf http://revistascientificas.filo.uba.ar/index.php/iice/article/view/9641 10.34096/iice.n47.9641 2451-5434 0327-7763 spa Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA http://revistascientificas.filo.uba.ar/index.php/iice/article/view/9641/8422 Revista del IICE; Núm. 47 (2020) school dynamics educational management public education epistemological surveillance dinámica escolar gestión educativa educación pública vigilancia epistemológica Towards a genealogy of experience: Educational management in a newly created school (2009-2015) Hacia una genealogía de la experiencia: La gestión escolar en una escuela de creación (2009-2015) info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion http://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=reviice&d=9641_oai
institution Universidad de Buenos Aires
institution_str I-28
repository_str R-145
collection Repositorio Digital de la Universidad de Buenos Aires (UBA)
language Español
orig_language_str_mv spa
topic school dynamics
educational management
public education
epistemological surveillance
dinámica escolar
gestión educativa
educación pública
vigilancia epistemológica
spellingShingle school dynamics
educational management
public education
epistemological surveillance
dinámica escolar
gestión educativa
educación pública
vigilancia epistemológica
Nacach, Gabriela
Towards a genealogy of experience: Educational management in a newly created school (2009-2015)
topic_facet school dynamics
educational management
public education
epistemological surveillance
dinámica escolar
gestión educativa
educación pública
vigilancia epistemológica
description The triumph of the school represents the triumph of an autonomous ethical conscience. The limit nests in our own experience. This work arises from an educational praxis in a high school in Buenos Aires between 2009 and 2015. Reflecting on the school helps us to understand it as a space where a multiplicity of variables that challenge our daily practice and our subjectivity as teachers are displayed.\n Underlying this writing is the question about knowledge, about what is learned in school, about other forms of learning, about teaching methods, about the always conflicting relationship between “the established” in school dynamics (norms, spaces, bureaucratic mechanisms, school rituals) and the novelty, for the political-role that educators assume daily, for institutional management. I ask myself, also, about the authority, the autonomy and the transgression and the ways of validating or contrasting the educational truths, for the cultural and historical construction of the actors who pass through the school and their real importance within the school process. I finally try to position myself critically in front of my own performance, presenting myself but also re-presenting myself, denaturing my own assumptions and opting, again, for public education.
format Artículo
publishedVersion
author Nacach, Gabriela
author_facet Nacach, Gabriela
author_sort Nacach, Gabriela
title Towards a genealogy of experience: Educational management in a newly created school (2009-2015)
title_short Towards a genealogy of experience: Educational management in a newly created school (2009-2015)
title_full Towards a genealogy of experience: Educational management in a newly created school (2009-2015)
title_fullStr Towards a genealogy of experience: Educational management in a newly created school (2009-2015)
title_full_unstemmed Towards a genealogy of experience: Educational management in a newly created school (2009-2015)
title_sort towards a genealogy of experience: educational management in a newly created school (2009-2015)
publisher Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA
publishDate 2020
url http://revistascientificas.filo.uba.ar/index.php/iice/article/view/9641
http://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=reviice&d=9641_oai
work_keys_str_mv AT nacachgabriela towardsagenealogyofexperienceeducationalmanagementinanewlycreatedschool20092015
AT nacachgabriela haciaunagenealogiadelaexperiencialagestionescolarenunaescueladecreacion20092015
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