Pedagogical bonds in the Medicine career: Verticalism, sexist violence and “good authority”

The work presents partial results of a qualitative study aimed at knowing how pedagogical bonds are configured at the university from the perspective of authority. Authority is conceived as a dissymmetrical relationship between two or more people, mediated by recognition, and is distinguished from p...

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Autor principal: Steimbreger, Lautaro
Formato: Artículo revista
Lenguaje:Español
Publicado: Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA 2025
Materias:
Teaching authority
pedagogical bond
university
violence
affect
autoridad docente
vínculo pedagógico
universidad
violencia
afecto
Acceso en línea:https://revistascientificas.filo.uba.ar/index.php/iice/article/view/16274
Aporte de:
Revista del Instituto de Investigaciones en Ciencias de la Educación de Universidad de Buenos Aires
id I28-R262-article-16274
record_format ojs
spelling I28-R262-article-162742025-11-26T19:57:32Z Pedagogical bonds in the Medicine career: Verticalism, sexist violence and “good authority” Vínculos pedagógicos en la carrera de Medicina: Verticalismo, violencia machista y “buena autoridad” Steimbreger, Lautaro Teaching authority pedagogical bond university violence affect autoridad docente vínculo pedagógico universidad violencia afecto The work presents partial results of a qualitative study aimed at knowing how pedagogical bonds are configured at the university from the perspective of authority. Authority is conceived as a dissymmetrical relationship between two or more people, mediated by recognition, and is distinguished from power, violence and authoritarianism. The clipping takes up the speech produced by advanced students of the Medicine degree at the Universidad Nacional del Comahue in a discussion group. The conversation went through four big moments. First, the vertical, distant and hierarchical nature of pedagogical relationships in the mass classes of the first years of the degree was highlighted. Second, manifestations of sexist violence were identified by teachers in the final years of their studies. Third, the students warned about how confusing and ambivalent “the affective” can be in personal and close relationships with teachers, especially when they mask sexist violence. Fourthly, the idea of a “good” professorial authority was claimed, with traits of respect, positivity, exemplarity and justice, which place it as an ideal. The findings highlight the complex relationship between pedagogical bonds and gender relations, and open new questions. Se presentan resultados parciales de un estudio cualitativo orientado a conocer cómo se configuran los vínculos pedagógicos en la universidad desde la perspectiva de la autoridad. Esta autoridad se concibe como una relación disimétrica entre dos o más personas, mediada por el reconocimiento, y se distingue del poder, la violencia y el autoritarismo. El recorte retoma el discurso producido por estudiantes avanzadxs de la carrera de Medicina de la Universidad Nacional del Comahue en un grupo de discusión. La conversación pasó por cuatro grandes momentos. Primero, se resaltó el carácter verticalista, distante y jerárquico de las relaciones pedagógicas en las clases masivas de los primeros años de la carrera. Segundo, se identificaron manifestaciones de violencia machista, por parte de profesores de los últimos años de la carrera. Tercero, se advirtió sobre lo confuso y ambivalente que puede resultar “lo afectivo” en relaciones personales y cercanas con los profesores, sobre todo cuando enmascaran violencia machista. Cuarto, se reivindicó la idea de una “buena autoridad” profesoral, con rasgos de respeto, positividad, ejemplaridad y justicia, que la ubican como un ideal. Los hallazgos ponen en relieve la compleja relación entre vínculos pedagógicos y relaciones de género, y abre nuevos interrogantes. Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA 2025-11-26 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistascientificas.filo.uba.ar/index.php/iice/article/view/16274 10.34096/iice.n57.16274 Revista del IICE; Núm. 57 (2025) 2451-5434 0327-7763 spa https://revistascientificas.filo.uba.ar/index.php/iice/article/view/16274/15304 Derechos de autor 2025 Revista del IICE https://creativecommons.org/licenses/by-sa/4.0
institution Universidad de Buenos Aires
institution_str I-28
repository_str R-262
container_title_str Revista del Instituto de Investigaciones en Ciencias de la Educación
language Español
format Artículo revista
topic Teaching authority
pedagogical bond
university
violence
affect
autoridad docente
vínculo pedagógico
universidad
violencia
afecto
spellingShingle Teaching authority
pedagogical bond
university
violence
affect
autoridad docente
vínculo pedagógico
universidad
violencia
afecto
Steimbreger, Lautaro
Pedagogical bonds in the Medicine career: Verticalism, sexist violence and “good authority”
topic_facet Teaching authority
pedagogical bond
university
violence
affect
autoridad docente
vínculo pedagógico
universidad
violencia
afecto
author Steimbreger, Lautaro
author_facet Steimbreger, Lautaro
author_sort Steimbreger, Lautaro
title Pedagogical bonds in the Medicine career: Verticalism, sexist violence and “good authority”
title_short Pedagogical bonds in the Medicine career: Verticalism, sexist violence and “good authority”
title_full Pedagogical bonds in the Medicine career: Verticalism, sexist violence and “good authority”
title_fullStr Pedagogical bonds in the Medicine career: Verticalism, sexist violence and “good authority”
title_full_unstemmed Pedagogical bonds in the Medicine career: Verticalism, sexist violence and “good authority”
title_sort pedagogical bonds in the medicine career: verticalism, sexist violence and “good authority”
description The work presents partial results of a qualitative study aimed at knowing how pedagogical bonds are configured at the university from the perspective of authority. Authority is conceived as a dissymmetrical relationship between two or more people, mediated by recognition, and is distinguished from power, violence and authoritarianism. The clipping takes up the speech produced by advanced students of the Medicine degree at the Universidad Nacional del Comahue in a discussion group. The conversation went through four big moments. First, the vertical, distant and hierarchical nature of pedagogical relationships in the mass classes of the first years of the degree was highlighted. Second, manifestations of sexist violence were identified by teachers in the final years of their studies. Third, the students warned about how confusing and ambivalent “the affective” can be in personal and close relationships with teachers, especially when they mask sexist violence. Fourthly, the idea of a “good” professorial authority was claimed, with traits of respect, positivity, exemplarity and justice, which place it as an ideal. The findings highlight the complex relationship between pedagogical bonds and gender relations, and open new questions.
publisher Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA
publishDate 2025
url https://revistascientificas.filo.uba.ar/index.php/iice/article/view/16274
work_keys_str_mv AT steimbregerlautaro pedagogicalbondsinthemedicinecareerverticalismsexistviolenceandgoodauthority
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first_indexed 2025-10-13T05:02:23Z
last_indexed 2025-12-13T05:00:59Z
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