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: Maneffa, Marisa, Grunberg, Debora
Formato: Artículo revista
Lenguaje:Español
Publicado: Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA 2025
Materias:
pedagogical authority
ties
thinking
common living
autoridad pedagógica
lazos
pensamiento
vivir en común
Acceso en línea:https://revistascientificas.filo.uba.ar/index.php/iice/article/view/16476
Aporte de:
Revista del Instituto de Investigaciones en Ciencias de la Educación de Universidad de Buenos Aires
id I28-R262-article-16476
record_format ojs
spelling I28-R262-article-164762025-11-26T19:57:32Z Pedagogical authority as a practice of practice of relationship. Problems with the ways of thinking a common living La autoridad pedagógica como práctica de lazos. Problemas sobre cómo pensar lo común Maneffa, Marisa Grunberg, Debora pedagogical authority ties thinking common living autoridad pedagógica lazos pensamiento vivir en común 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. Partimos del interrogante: ¿Cómo componer relaciones (pedagógicas) de autoridad hoy? Sus derivas nos llevan a preguntarnos por los modos de componer relaciones de cuidado y acompañamiento de procesos subjetivos que promuevan un vivir en común, particularmente, en el terreno educativo. Especialmente avanzamos en torno a dos preguntas: -¿Qué sentido le atribuimos a pensar los modos de componer relaciones de autoridad? ¿Cómo pensarlos? Planteamos aquí una diferencia entre el pensamiento que se inscribe como voluntad de verdad y la potencia creadora de este. -¿Cuáles son las condiciones de (im)posibilidad de relacionarnos? Deteniéndonos en la noción de dispositivo (Foucault, 1991), abordamos la temática de lo público como instancia de autoridad. Proponemos discutir posibles respuestas que la pregunta central admite, corriéndonos de una perspectiva “técnica” para ensayar la problematización de la autoridad resaltando su cualidad relacional como práctica del lazo situada en/entre dispositivos. Ensayamos a lo largo del artículo, un pensamiento del “entre” que, en tanto perspectiva, nos permite acompañar el movimiento de la problemática, más que capturarla en soluciones. 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/16476 10.34096/iice.n57.16476 Revista del IICE; Núm. 57 (2025) 2451-5434 0327-7763 spa https://revistascientificas.filo.uba.ar/index.php/iice/article/view/16476/15308 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 pedagogical authority
ties
thinking
common living
autoridad pedagógica
lazos
pensamiento
vivir en común
spellingShingle pedagogical authority
ties
thinking
common living
autoridad pedagógica
lazos
pensamiento
vivir en común
Maneffa, Marisa
Grunberg, Debora
Pedagogical authority as a practice of practice of relationship. Problems with the ways of thinking a common living
topic_facet pedagogical authority
ties
thinking
common living
autoridad pedagógica
lazos
pensamiento
vivir en común
author Maneffa, Marisa
Grunberg, Debora
author_facet Maneffa, Marisa
Grunberg, Debora
author_sort Maneffa, Marisa
title Pedagogical authority as a practice of practice of relationship. Problems with the ways of thinking a common living
title_short Pedagogical authority as a practice of practice of relationship. Problems with the ways of thinking a common living
title_full Pedagogical authority as a practice of practice of relationship. Problems with the ways of thinking a common living
title_fullStr Pedagogical authority as a practice of practice of relationship. Problems with the ways of thinking a common living
title_full_unstemmed Pedagogical authority as a practice of practice of relationship. Problems with the ways of thinking a common living
title_sort pedagogical authority as a practice of practice of relationship. problems with the ways of thinking a common living
description 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.
publisher Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA
publishDate 2025
url https://revistascientificas.filo.uba.ar/index.php/iice/article/view/16476
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AT grunbergdebora laautoridadpedagogicacomopracticadelazosproblemassobrecomopensarlocomun
first_indexed 2025-10-13T05:02:24Z
last_indexed 2025-12-13T05:01:00Z
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