Educational Training: give classes as a donation

Abstract

Educational training can be conceived as a subjective experience as long as its central tool is the meta-analysis that considers the classroom as a net that links micro power spaces which logics are explicit and, also, implicit. This way of thinking is not possible without presume teaching as a situated social practice in a social-historical context and as an intentional activity tending to generate alternative mediations for students to deconstruct and reconstruct knowledge. Finally, the teacher reflection on the action and during the action itself configures the pass from “dictating classes” to “give classes as a donation”.

The objectives of this article aim to understand the pedagogic practices and the learning-teaching processes from the complexity that imply, dismantling presumptions and looking at the crystallized forms from a critic perspective. The methodology implies the increase of spaces where teachers analyze their methods from an investigator´s view through collaborative co-participation. To bring some conclusions, we believe the knowledge-power nexus gains significant relevance for being coordinates that intervene, directly, in the achievement of the experience of the subjects that live in the classroom. In this relation we must point out that teaching is not only a didactic problem, but a political one. A road that emancipates and allows the emergency of subjects in all their rights or dominates transforming it in an object of consumption for a few.