Publication: Estudio fenomenológico y a/r/tográfico sobre la enseñanza como gestualidad en la formación de posgrado de profesionales de la educación
Authors
Sierra Nieto, J. Eduardo ; Sánchez Fernández, Antonio Simón ; Millán Alcaide, Nieves
item.page.secondaryauthor
item.page.director
Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
publication.page.editor
publication.page.department
Description
Abstract
El comentario literario de un fragmento de la novela de Paul Auster “Un hombre en la oscuridad” nos invita a preguntarnos por cuál es el lugar de la profesora o del profesor en la trasmisión cultural. A partir de ahí, y a través de una metodología fenomenológica y a/r/tográfica, nos hemos acercado al estudio de la enseñanza como gestualidad en el marco de la formación de posgrado de profesionales de la educación. El trabajo de campo se ha recorrido recursivamente, revelándosenos su naturaleza poética. El apartado de resultados ofrece una doble y complementaria narrativa (textual y visual), que permite recorridos plurales de significado y sentido a partir de la mirada de quien los recorre. El hallazgo teórico y empírico de la figura del profesor pasador nos ha acercado a comprender con más profundidad lo siguiente: (i) que la enseñanza tiene que ver con la pregunta abierta y viva por el lugar adulto en la creación de mundo común; (ii) que ese lugar se recrea a través de las maneras en que una profesora o un profesor subjetiva el oficio; y (iii) que estas están ligadas, a su vez, a las relaciones amorosas que quien enseña traba con algo del mundo cultural (en el caso de estudio, los libros y las películas). Las conclusiones apuntan, además, a que durante la formación de profesionales de la educación está siempre en juego la trasmisión y la herencia del oficio educativo.
A literary commentary on a passage from Paul Auster’s Man in the Dark invites us to question the place of the teacher in the transmission of culture. From this starting point, and through a phenomenological and a/r/tographic methodology, we have approached the study of teaching as a form of gesturality within the context of postgraduate education for professionals in the field. The fieldwork was traversed recursively, revealing to us its poetic nature. The results section presents a dual and complementary narrative—textual and visual—that opens up plural pathways of meaning and sense, shaped by the gaze and movement of each reader. The theoretical and empirical emergence of the figure of the teacher as passer has led us to a deeper understanding of the following: (i) that teaching is bound to a living, open question about the adult’s place in the creation of a shared world; (ii) that this place is continually reimagined through the ways in which a teacher subjectivizes their craft; and (iii) that such ways are intimately tied to the loving bonds the teacher weaves with something of the cultural world (in the case under study, books and films). The conclusions point, furthermore, to the idea that teacher education is always a matter of transmission and inheritance of the educational craft.
A literary commentary on a passage from Paul Auster’s Man in the Dark invites us to question the place of the teacher in the transmission of culture. From this starting point, and through a phenomenological and a/r/tographic methodology, we have approached the study of teaching as a form of gesturality within the context of postgraduate education for professionals in the field. The fieldwork was traversed recursively, revealing to us its poetic nature. The results section presents a dual and complementary narrative—textual and visual—that opens up plural pathways of meaning and sense, shaped by the gaze and movement of each reader. The theoretical and empirical emergence of the figure of the teacher as passer has led us to a deeper understanding of the following: (i) that teaching is bound to a living, open question about the adult’s place in the creation of a shared world; (ii) that this place is continually reimagined through the ways in which a teacher subjectivizes their craft; and (iii) that such ways are intimately tied to the loving bonds the teacher weaves with something of the cultural world (in the case under study, books and films). The conclusions point, furthermore, to the idea that teacher education is always a matter of transmission and inheritance of the educational craft.
publication.page.subject
Citation
item.page.embargo
Ir a Estadísticas
Este ítem está sujeto a una licencia Creative Commons. Licencia Creative Commons