The educational bond: A perspective from coexistence in pandemic contexts at the primary level and residency practices in teacher training
This article proposes a situated and critical reflection on educational bonds. From a complex (Morin, 2021), ethical and emancipatory (Freire, 1970) perspective, it analyzes how relational dynamics shape pedagogical meanings, enable or hinder teaching and learning processes, and construct subjectivi...
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| Autores principales: | , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Universidad Católica de Córdoba. Facultad de Educación
2026
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| Materias: | |
| Acceso en línea: | https://revistas.bibdigital.uccor.edu.ar/index.php/dialogos/article/view/6215 |
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| Sumario: | This article proposes a situated and critical reflection on educational bonds. From a complex (Morin, 2021), ethical and emancipatory (Freire, 1970) perspective, it analyzes how relational dynamics shape pedagogical meanings, enable or hinder teaching and learning processes, and construct subjectivities, school atmospheres, and horizons of educational justice. Drawing on Maldonado (2021) and Fornasari (2016), it proposes a perspective centered on care, reciprocity, and the co-construction of the educational bond. Based on findings from the authors' master's theses (Franco, 2024; Delgado, 2018), it identifies experiences that highlight the centrality of educational relationships and fair treatment in training processes. These dimensions are analyzed as conditions for learning and as ethical and political foundations of educational practice. |
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