El cardo

Acontecimientos, retos y fragilidades compartidas

Liliana Cecilia Petrucci — Thu, 28 Dec 2023 00:00:00 +0000

Entrevista a Carlos Skliar

Carlos Alejandro Marín — Tue, 09 May 2023 00:00:00 +0000

Intercambios con Ángel Díaz Barriga.

Karen Evangelina Gareis, Clara Cosoy — Fri, 30 Jun 2023 00:00:00 +0000

Lo que deja la pandemia como posibilidades y poderes para el curriculum

Silvia Morelli — Tue, 29 Aug 2023 00:00:00 +0000

Hacer referencia a la postpandemia nos ubica ante la identificación de la pandemia como acontecimiento y, simultáneamente, nos recuerda que ese tiempo ya pasó. Que como indica el prefijo post estamos en el tiempo devenido. Lejos de pensar el acontecimiento como una adjetivación que decora el indeseado momento, al hacerlo desde su perspectiva filosófica (Badiou, 2011a, 2011b, 2013) reconocemos que lo ocurrido recupera situaciones ya vigentes para el currículum sin que lo notáramos o al menos sin llegar a incomodarnos. Solo con la alteración en nuestra subjetividad podemos reconocer que aquello que cambia las escenas del currículum es un acontecimiento.

Lo que deja la pandemia crea tensiones y contradicciones entre las prácticas curriculares de 2019 y lo que ocurre a partir del 2022. La primera de ellas fue que en situación de encierro se implementaran enseñanzas virtuales de curricula que fueron diseñadas para la presencialidad. Lo que en los aspectos formales se había cuidado como uno de los primeros principios: el de distinguir lo presencial, lo virtual y a distancia, irónicamente se había desatendido en la emergencia por dar continuidad a la educación formal.

Dar continuidad a la educación, arbitrando los medios que hubiere en la contingencia de este acontecimiento, es la nota política que tiñe todas las decisiones. La más importante fue la democratización de las prácticas permitiendo que nadie quede fuera. Aunque el acontecimiento hizo su parte y recordó que en el siglo xxi no hay desarrollo curricular disociado del desarrollo tecnológico. Como una de las mayores contradicciones de la pandemia, la materialidad (entonces suspendida) de los edificios (Morelli, 2021) se trasladó a la materialidad en el acceso a la tecnología. Un smartphone, una computadora con cámara y micrófono y buena señal de conectividad, se convirtieron en los requisitos materiales indispensables sin los que era dificultoso enseñar y aprender.

El tránsito por la pandemia y luego por la postpandemia de las currículas latinoamericanas ha confirmado que pueden ser entendidas como una conversación complicada (Pinar, 2011, 2012) dadas las alteridades de lo subjetivo, la simultaneidad de sus prácticas y la necesaria búsqueda de acuerdos. Al mismo tiempo, admiten que los contornos sociales (de Alba, 2007) son la imperiosa condición para construir una estabilidad, precaria y temporaria, para la vida institucional democrática en la que se fundían lo nuevo con lo conocido, lo impensado con lo trillado.

Las producciones de este dossier son una muestra de realidades de América. Representan prácticas curriculares en ocasión de pandemia de covid-19 en Argentina, México y Uruguay en la educación obligatoria y en la universidad. Acercan marcos teóricos, prácticos y políticos que describen críticamente desde 2020 hasta 2022 ofreciendo reflexiones para continuar luego del acontecimiento, donde ya nada será igual.

Siguiendo el orden de aparición, el texto de Mercedes Collazo Siques, Carolina Cabrera Di Piramo y Sylvia De Bellis Guerra, de la Universidad de la República (Uruguay) titulado «El currículo y la enseñanza en la Universidad de la República (Uruguay) en contexto de emergencia: el impulso y su freno» analiza los principales procesos curriculares llevados a cabo en esa universidad entre 2020 y 2021. Sus autoras sostienen que la diversificación, la flexibilización y la articulación curricular implementadas en la universidad desde los 2000, que ubican al estudiante en el centro del proceso educativo, facilitaron la continuidad en la pandemia, garantizando el derecho a la educación que impactó en la capacidad de reflexión y renovación pedagógica institucional. Asimismo, analizan críticamente la contracara de los escenarios de postpandemia luego de los aciertos curriculares del 2020 y 2021.

Frida Díaz Barriga Arceo y María Concepción Barrón Tirado, de la Universidad Nacional Autónoma de México en su artículo titulado «El currículo en la educación superior mexicana en el contexto de la postpandemia» abordan desde un marco poscrítico la reconceptualización y deconstrucción del campo del currículum, contraponiéndolo a las políticas neoliberales que promueven los organismos internacionales desde 1990. Reconociendo el acontecimiento pandemia, analizan en clave de desigualdad las exclusiones sociales, culturales y económicas generadas. Cuestionan, la falta de pertinencia de los currículos en una realidad que exigía, al decir de ellas, sentidos freireanos de lectura en la educación superior. Revisan una diversidad de alternativas orientadas a la interdisciplina, la autonomía y la didáctica acorde a los tiempos de incertidumbre y complejidad en escenarios de postpandemia. También destacan la relación del currículum con la tecnología, la justicia y la responsabilidad social, la diversidad y la sostenibilidad.

Camila Carlachiani, de la Universidad Nacional de Rosario, en un texto titulado «Diálogos entre las teorías y las políticas curriculares para la educación secundaria en pandemia» aborda desde teorías poscríticas las tendencias en políticas curriculares para asumir la pandemia en la educación secundaria en Argentina. Destaca una oscilación entre la virtualidad y la paulatina presencialidad escolar. Analiza la «sedimentación» de conceptos en los discursos sobre el sostenimiento de vínculos entre jóvenes, la continuidad pedagógica; contenidos priorizados; intensificación de la enseñanza, trayectorias escolares; evaluación y acreditación; y trayectos curriculares.

El artículo de Rita Guadalupe Angulo Villanueva, Nehemías Moreno Martínez y
Edgar Alfonso Pérez García de la Universidad Autónoma de San Luis Potosí introduce la voz de los padres. Sostienen el surgimiento de un código curricular emergente como imaginario social en la formación de nuevas generaciones que lleva a preguntarse si los currículos deben modificarse. Concluyen en que los currículos (escolares y universitarios), necesitan ser reformulados a fin de brindar una formación integral. Aunque esta última se ofrece en la educación inicial, paulatinamente se difumina en favor de una formación más disciplinar. Sus autores afirman que la educación integral agrega la formación para la vida, el cuidado de sí y el aprendizaje para vivir y convivir.

El texto de Adriana Hereñú de la Universidad Nacional de Rosario «Pensar la enseñanza en el Antropoceno. Implicancias de un sustento filosófico posible» es un intento, al decir de la autora, por pensar la enseñanza desde lo que se entiende por Antropoceno que implica otros abordajes pedagógicos. En la creciente digitalización, otra relación con la naturaleza es urgente de ser pensada, comprometiendo al currículum en esta tarea. Al igual de Díaz Barriga Arceo y Barrón Tirado, considera necesario interpelar el capitalismo en su fase neoliberal por la depredación de los recursos naturales y desigualdades que provoca. Tomando conceptos de Spinoza, la autora propone un encuadre filosófico para las políticas curriculares.

Cierra este dossier el texto de Alicia Alderete de la Universidad Nacional de Rosario titulado «Del texto escrito al presente postpandemia: nada volverá a ser como antes» que sostiene la importancia de producir textos, saberes y discursos en torno al currículum, la didáctica y la enseñanza en el contexto de postpandemia. Cuando la autora sostiene que nada volverá a ser como antes se refiere al imperativo que circula en el presente de postpandemia. Para ello advierte que hay pasajes que se dan entre el currículum escrito y las circunstancias institucionales que implican traducciones que otorgan sentido político, local y de identidad a los discursos curriculares.

Estas producciones arrojan nuevas lecturas a categorías que ya formaban parte del campo curricular, pero que el acontecimiento pandemia invitó a redefinir. Así se analiza «trayectorias curriculares»,«código curricular emergente», «políticas curriculares», «discursos curriculares», «responsabilidad social», «flexibilización curricular», entre las más destacadas. Como una buena práctica pedagógica una vez que este dossier llegue a sus lectoras y lectores tiene el arriesgado destino de ser interpretado, estudiado y reconstruido.

Qué hacer con la educación en tiempos virtualizados

Roberto Follari — Tue, 19 Sep 2023 00:00:00 +0000

30 years ago, there was talk about postmodern society. It was one in which the proliferation of signs and their excess would lead to a predominance of the symbolic over the material and identity over social vindication. Deepening this dynamyc, came virtuality and networks. These has been configured as continuity of human capabilities, as prostheses of our bodies. However, schools remain far removed from these technologies, and some kind of technophobia is practiced, which prevents taking charge of cultural modalities that are strongly rooted, which have changed the poblational subjetivities.

Cooperación Sur y Norte globales en pedagogía y antropología: la orientación planetaria en la formación de profesores

Hilda Mar Rodríguez Gómez, Angela Stienen — Tue, 19 Sep 2023 00:00:00 +0000

En el marco de una cooperación interinstitucional entre la Universidad Pedagógica de Berna (PHBern) en Suiza y la Universidad de Antioquia (UdeA) en Medellín, desarrollamos una propuesta para contribuir a una orientación planetaria de la formación del profesorado, guiada por teorías decoloniales y enfoques que se comprometen críticamente con los órdenes de diferencia existentes. Este artículo se centra en las reflexiones conceptuales, metodológicas y prácticas generadas por la colaboración, a la cual arribamos con nuestro patrimonio académico, intelectual y sociopolítico; lo que nos ha permitido dar cuenta de las tensiones y disputas en torno a conceptos, como el de aprendizaje global; o de estrategias como la movilidad formativa para el conocimiento, la investigación y el intercambio analítico sobre la formación de maestros y maestras desde una perspectiva planetaria para seguir la senda de la pluriversidad.

What Quality Education Does (to us): Some Unruly Approaches

María Marta Yedaide, Mercedes Zabala, Paula Anahí González — Tue, 09 May 2023 00:00:00 +0000

This article falls within a research project devoted to the exploration of teaching scenarios and subjectivities in higher educational contexts from a narrative perspective at an Argentinian state university. Its main purpose is to open the signifier “educational quality”, which has recently become a media mantra in the context of a pandemic which exhibits and highlights deeply unequal scenarios in different schools of our country. This work is presented with the political and pedagogical will of not losing sight of equity in the search for valuing education. Within a qualitative methodological framework, although moving along its edges, this article profits from autobiographical registers and narrative surveys carried out among higher education teachers during the pandemic to build upon, from auto-etnography, a set of dialogues among readings, lives and feelings/thoughts regarding quality. It is primarily focused not so much on defining what quality is but rather on exploring how it affects (us) our teaching practices, in a particular context, as situated knowledge. Theoretical positions are supported especially by the decolonial turn and what it brings to this specific discussion. In addition, the present work owes some of its insights to critical pedagogies, queer theories, the anti-methodological approach, the emotional and performative turns, among others.

School teaching and young subjectivity: From the voice of the experts to the voice of the students. From prescriptions to research.

Fernando Cazas — Thu, 12 Oct 2023 00:00:00 +0000

This paper is part of the research work developed within the framework of the doctoral
thesis Secondary School students of the City of Buenos Aires (2011-2021) Relations
between teaching and the production of young subjectivity. The main question based on
which the research is developed is: “in what way does secondary school education
participate in the production of young subjectivity? It is a research with a hermeneutic
interpretive approach that employs a quantitative methodology. This article deals with a
state of the art in relation to how the link between subjectivity, school and school
teaching has been addressed in the field of didactics. The author progresses from the
beginnings of the discipline to the present day, placing special emphasis on the
investigations of the first two decades of the 21st century.

Life experiences and insights of a group of educator-researchers about the VII Meeting of Educational Research in the province of Misiones. Contributions to knowledge democratisation in the educational field.

Fri, 15 Dec 2023 00:00:00 +0000

In the present article, we describe the experiences of the VII Provincial Meeting of the Red de Investigación Educativa in the province of Misiones, which took place in 2022. We aim to inform and explain the self-reflection processes resulting from participating in the experience developed by the research team from the Facultad de Ciencias Exactas Químicas y Naturales, of the Universidad Nacional de Misiones.
We took our stance within the Participatory Action Research approach as our methodological stand because it regards research as a collective democratic act, that implies an increase in participatory intervention actions, aiming at transforming our pedagogical practices. From this perspective, the purpose was to contribute to mediation processes by means of the discussions that arose throughout the Meeting.
The present work is divided into four parts which attempt at retrieving the unfolding process of the Meeting, as a stepping-stone to create learning processes that will enable us to transform our practices. In the first part, we reconstructed the process that led to the organisation of the Meeting. In the second and third parts, we moved on to a self-reflective look at the peer reading process and the pedagogical visits.
Finally, we recovered the closing session and the learning outcomes that foster reflection on the pedagogical knowledge constructed during the event in the various working groups. This newly acquired knowledge also drives us to move forward in the production of knowledge and its democratization.
As a process, the Meeting aimed at building spaces where, as educators, we can adopt a reflective look on ourselves as well as take distance through a self-reflection process. Becoming objectified through a reconstructed narration resulting from peer contributions is at the core of adopting this reflexive path.
In line with this, we can say that it was a reflection-action time about the reported pedagogical practices in the field of educational research of those who shared their experiences.

tHE post-pandemic university curriculum and teaching at the University of the Republic (Uruguay): impulse and brake

Mercedes Collazo Siques, Carolina Cabrera Di Piramo, Sylvia De Bellis Guerra — Tue, 29 Aug 2023 00:00:00 +0000

The purpose of this article is to analyze the main curricular and teaching processes developed by the University of the Republic (Udelar, Uruguay) in the period 2020-2022, within the framework of a public macro-university scenario of unrestricted access that resolved the non-interruption of their activities throughout the health emergency. Our premise implies that the curricular and teaching policies promoted centrally and common to the entire university since the 2000s, based on diversification, flexibility and curricular articulation that placed students at the center of the educational process, enabled educational continuity in the pandemic. During the years 2020 and 2021, political measures and follow-up studies were implemented which indicate not only the support of the right to education, but also an advance in reflection and institutional pedagogical renewal. In the year 2022, and in the absence of consensus about the possibility of tending towards a diversification of modalities of study, and fundamentally of evaluation, there was a return to a decentralized decision-making of the faculties, institutes, schools and regional centers. This process generated a certain brake on the developments that occurred previously and fundamentally obstructed the possibility of carrying out a careful collective assessment of an unprecedented institutional experience that surely implied valuable learning and pedagogical advances, regardless of some impoverishing practices that were not sustainable over time.

The curriculum in Mexican higher education during the post-pandemic context

Frida Díaz Barriga, María Concepción Barrón Tirado — Tue, 29 Aug 2023 00:00:00 +0000

This critical essay discusses the construction and development of the curricular theory from postmodern and postcritical perspectives, from the perspective of Mexican communities and researchers in dialogue with authors from Southern Cone countries. The emergence of a new wave of reconceptualization and deconstruction of the curricular field is postulated in opposition to the neoliberal discourses and policies promoted by international organizations in the 90s decade. Due to the covid-19 occurrence, social, economic, and cultural inequalities and exclusions have increased, as well as their impact on education and curriculum. As a result of the closure of schools and the implementation of emergency remote education in Latin America, the lack of relevance of the curricula is queried a with regard to reality that demanded another way of interpretation in a Freirian sense. The following topics are discussed: the pandemic event and its impact on higher education; the curricular debate which deals with the study of the curriculum field, from the standpoint of the polysemy of the term, its quality of a complicated conversation faced with a diversity of tensions and epistemological and theoretical frameworks; the contribution to the curricular theorization of the postmodern and postcritical discourse; the need to rethink digital technologies as cultural artifacts and instruments of semiotic mediation. The conclusions of this essay consider some structural problems of the Latin American educational systems and their increase during the pandemic stage. At the same time, we reviewed a diversity of alternatives oriented towards interdisciplinary, curricular autonomy, the need to transform didactics according to times of uncertainty and complexity in postmodern scenarios and a new technological revolution. The scenario of a curriculum for justice and social responsibility, as well as for diversity and sustainability, is envisaged as a promising future.

Dialogues between curricular theories and policies for secondary education in a pandemic

Camila Carlachiani — Tue, 29 Aug 2023 00:00:00 +0000

This essay investigates the complex relationships and dialogues that are woven between curricular theories and policies. Understood as a complicated conversation, the discourses that were installed in both fields in the period 2020-2022 aimed at secondary level education are explored.

The place of theories understood as those practices that hegemonize certain discourses is addressed. At the same time, some trends are presented within what is recognized as curricular policies to address the dialogues and controversies that unfold between these two registers.

The purpose of this writing is based on the concern about elucidateing and interpreting those discourses that, in the period 2020-2022 in a context of a global pandemic, caused by the spread of covid-19, were installed in national and provincial curricular policies in Santa Fe, for secondary education. It is about analyzing the ways in which the irruption that implied the suspension of face-to-face classes during 2020, —with the progressive return to face-to-face classes in 2021 and the resumption of full face-to-face classes in 2022—; It promoted certain concerns as inaugural both in the academic field and in regard to the policies aimed at this educational level.

These are concepts that were laying the sediments of a discursive plot, establishing themselves strongly in the aforementioned period, but when surveying the research and productions on secondary education in the last fifteen years, it can be seen that they date from before. Specifically, the axes of analysis are: maintenance of links; pedagogical continuity; prioritized content; intensification of teaching, school trajectories; evaluation and accreditation; and curricular paths.

Parents' views on education. The voice of the collective imagination.

Tue, 29 Aug 2023 00:00:00 +0000

On the assumption that a different formative ideal (emerging curricular code) is emerging in the social imaginary for the new generations, we ask ourselves whether the curricula should be modified Our purpose is to search for the imaginary about the formation of the new generations. We conducted qualitative research through case studies and grounded theory interpretation. We have selected, university students, workers in various trades and teachers, all of them parents, as our target population. In this text we present the second survey which we have carried out only with parents; in subsequent surveys we will collect data with the other population groups. This survey is based on the theoretical categorization previously elaborated and the first approach through in-depth interviews. On this occasion, a questionnaire with closed answers was applied to 28 people and a one single open-ended question; it was organized into four sections (1st mail, 2nd general data, 3rd training traits, 4th taking care of oneself, others and living together). The last section was identified in the first survey as the most important formative trait for the informants interviewed. In this survey, it is again shown as the essential formative trait for the parents surveyed. The results show that school curricula, including university curricula, need to be reformulated to provide a comprehensive education which, although it is offered at the preschool level, is gradually fading in favor of a more disciplinary education and, without this type of education ceasing to be offered, the fundamental educational feature should be education for life, self-care and learning to live and coexist. There is also an interest in useful contents in everyday life that school does not offer.

Thinking about teaching in the Anthropocene. Implications of a possible philosophical support.

Adriana Hereñú — Tue, 29 Aug 2023 00:00:00 +0000

This work is an attempt to think about teaching in these times called the Anthropocene that demands new positionings regarding the pedagogical, philosophical and political aspects. A brief description of the current moment of humanity places us in a reality where another relationship with nature is urgent in the context of increasing digitalization. This necessarily implies questioning capitalism in its neoliberal phase of depredation of natural resources and inequalities that are deepening more and more. To support the position, a philosophical framework is proposed as a framework within which to think about a possible curricular policy to face this challenge, based on some of Spinoza's concepts. It also proposes a curricular approach located in institutions, as an area capable of producing knowledge and designing proposals for situated teachings. As educators we have the inescapable task of considering the new problems that have been configured in recent years, in order to commit ourselves to an urgent theoretical discussion and, at the same time, to act by designing and putting into practice teaching proposals that address them from different perspectives and areas of knowledge.

From the written text to the post-pandemic present: nothing will ever be the same again

Alicia Alderete — Tue, 29 Aug 2023 00:00:00 +0000

The covid-19 pandemic modified the structures of economic, social, cultural, and educational relations, to mention only some of the structures that organize people's daily lives. The 2020–2022 time frame becomes key when it comes to building and producing texts, knowledge, discourses around the curriculum, didactics, and teaching in this post-pandemic context. It is (almost) irrefutable to conceive this phenomenon as an irruption that occurred in all domains and crept in through every crack that opened up in its path. Nothing will ever be as it was before is an imperative that circulates in this present that we recognize as post-pandemic. Noticing some passages from the written text (curriculum) to the present educational institutional circumstances allows us to perceive some current challenges and evoke some orientations on readings and views in this contingency.

The pandemic, as a dislocating disruptive feature –and the post-pandemic effect–, are proposing a scenario in which State institutions are considered finished. This vacuity of the signifier coming from hegemonic discourses is a concern, since it refers to the end of school as a public institution that articulates what is common and, with it, to the curriculum as a text that represents the common. Taking up the post-pandemic signifier and constantly giving it meanings, recognizing the discursive plots and language games that constitute it in each particular scenario where it has left its trace, will help to make a better reading of the circumstances of the present. Translating the curricular text in post-pandemic school educational settings requires giving political, identity related, local, and international meanings to the curricular discourses that are woven there. Keeping in mind the dislocation of structures and giving buoyancy to the signifier are key elements to create possibilities for the future in contexts of generalized structural crisis.