Pedagogical authority as a practice of practice of relationship. Problems with the ways of thinking a common living
We start this article with a question: How to structure (pedagogical) relations of authority today? This subject leads us to ponder the ways of constructing relations of care and support subjective processes at the same time that we promote living together, particularly in the education area. We spe...
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| Autores principales: | , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA
2025
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| Acceso en línea: | https://revistascientificas.filo.uba.ar/index.php/iice/article/view/16476 |
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| Sumario: | We start this article with a question: How to structure (pedagogical) relations of authority today? This subject leads us to ponder the ways of constructing relations of care and support subjective processes at the same time that we promote living together, particularly in the education area.
We specifically address two questions:
In which sense do we think about the ways of constructing relations of authority? How do we think them? Here, we propose a distinction between “thinking” as the way to reach the truth and the perspective of considering it as an action with a creative power.
Which are the conditions of (im)possibility of relating?
Focusing on the notion of dispositif (Foucault, 1991), we address the issue of the public as an instance of authority.
We propose to discuss possible answers to the central question; without subscribing to "technical" perspective to attempt to problematize authority, highlighting its relational quality as a practice of relationship situated in/between dispositifs.
Throughout the article, we explore “thinking in the middle of”, thinking as a perspective that allows us to follow the movement of the problem rather than capturing it in solutions. |
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