The Grade Council: lines of escape from traditional teaching practices
The article aims to address the ways in which traditional teaching practices are challenged by the establishment of a space that promotes student participation at the primary school level, oriented toward organizing everyday school life. Using a historical-ethnographic approach, the article document...
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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/16477 |
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I28-R262-article-16477 |
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I28-R262-article-164772025-11-26T19:57:32Z The Grade Council: lines of escape from traditional teaching practices El Consejo de Grado: Puntos de fuga para el ejercicio tradicional docente Rodríguez Bustamante, Lucia political participation primary school traditional teaching practices power relations participación política escuela primaria ejercicio tradicional docente relaciones de poder The article aims to address the ways in which traditional teaching practices are challenged by the establishment of a space that promotes student participation at the primary school level, oriented toward organizing everyday school life. Using a historical-ethnographic approach, the article documents how, by fostering children's participation—based on the recognition of their ability to speak and think about common school matters—a paradox historically embedded in the school space emerges publicly. This paradox refers to the political formation of a (future) citizen who is excluded from exercising such a role in the present. Indeed, the article seeks to argue that the tensions arising in the development of a participatory space in schools are connected to the friction generated by the intersection of a logic of openness to participation and the traditional school structure, which is shaped by conceptions of childhood rooted in subordination and obedience to adults. It is concluded, therefore, that the emergence of such dilemmas, questions, and dynamics can foster openings toward alternative forms of power relations within the school. El artículo se propone abordar los modos en los que el ejercicio tradicional docente se ve tensionado a partir de la instauración de un espacio que promueve la participación de los/as estudiantes en el nivel primario orientado a organizar la vida cotidiana escolar. A partir de un enfoque histórico-etnográfico el artículo documenta cómo al promover la participación de las/os niñas/os, basada en el reconocimiento de su capacidad para hablar y pensar sobre el común escolar, emerge públicamente la paradoja que ha constituido históricamente al espacio escolar, y que refiere a la formación política de un/a (futuro/a) ciudadano/a que está excluido/a de su ejercicio en el presente. En efecto, se buscará sostener que las tensiones que se producen en el desarrollo de un espacio de participación en la escuela se vinculan con la fricción que produce el encuentro de la lógica de la apertura a la participación con el modo escolar tradicional, que está estructurado por concepciones sobre la infancia que se sustentan en la subordinación y obediencia hacia las/os adultas/os. Se concluye entonces que la emergencia de tales dilemas, preguntas y movimientos pueden generar la apertura a formas alternativas del ejercicio del poder en la escuela. 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/16477 10.34096/iice.n57.16477 Revista del IICE; Núm. 57 (2025) 2451-5434 0327-7763 spa https://revistascientificas.filo.uba.ar/index.php/iice/article/view/16477/15309 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 |
political participation primary school traditional teaching practices power relations participación política escuela primaria ejercicio tradicional docente relaciones de poder |
| spellingShingle |
political participation primary school traditional teaching practices power relations participación política escuela primaria ejercicio tradicional docente relaciones de poder Rodríguez Bustamante, Lucia The Grade Council: lines of escape from traditional teaching practices |
| topic_facet |
political participation primary school traditional teaching practices power relations participación política escuela primaria ejercicio tradicional docente relaciones de poder |
| author |
Rodríguez Bustamante, Lucia |
| author_facet |
Rodríguez Bustamante, Lucia |
| author_sort |
Rodríguez Bustamante, Lucia |
| title |
The Grade Council: lines of escape from traditional teaching practices |
| title_short |
The Grade Council: lines of escape from traditional teaching practices |
| title_full |
The Grade Council: lines of escape from traditional teaching practices |
| title_fullStr |
The Grade Council: lines of escape from traditional teaching practices |
| title_full_unstemmed |
The Grade Council: lines of escape from traditional teaching practices |
| title_sort |
grade council: lines of escape from traditional teaching practices |
| description |
The article aims to address the ways in which traditional teaching practices are challenged by the establishment of a space that promotes student participation at the primary school level, oriented toward organizing everyday school life.
Using a historical-ethnographic approach, the article documents how, by fostering children's participation—based on the recognition of their ability to speak and think about common school matters—a paradox historically embedded in the school space emerges publicly. This paradox refers to the political formation of a (future) citizen who is excluded from exercising such a role in the present.
Indeed, the article seeks to argue that the tensions arising in the development of a participatory space in schools are connected to the friction generated by the intersection of a logic of openness to participation and the traditional school structure, which is shaped by conceptions of childhood rooted in subordination and obedience to adults. It is concluded, therefore, that the emergence of such dilemmas, questions, and dynamics can foster openings toward alternative forms of power relations within the school. |
| publisher |
Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA |
| publishDate |
2025 |
| url |
https://revistascientificas.filo.uba.ar/index.php/iice/article/view/16477 |
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2025-10-13T05:02:24Z |
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2025-12-13T05:01:01Z |
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