Ecologies of knowledge in the university: Proposal for interventions in order to release teaching devices
Contenido principal del artículo
Vol. 19 Núm. 2 (2015): Aprendizajes invisibles en contextos de edudcación expandida. Retos y oportunidades en la sociedad hiperconectada, Monográfico, Páginas 25-40
Recibido: Nov 28, 2015
Publicado: Sep 1, 2015
Resumen
This article describes a teaching experience entailing an epistemological, practical and political movement within the university: from the standardization and homogenization to the ecology of knowledge. The teaching practice is the place where this movement is elicited. We propose a series of interventions on three central devices: the syllabus, the collective assignments and the teaching position. It is necessary to suspend the inertia that guides our decisions and to embrace uncertainty, vulnerability, alterity and creativity, as they are constitutive features of the production of knowledge. The goal is to free those devices in order to create situated learning contexts, oriented from and towards the commons, where the intersection of different forms of knowledge opens possibilities for a meaningful learning experience.
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Cómo citar
Casado Aparicio, E., Ruiz, L., & López Carrasco, C. (2015). Ecologies of knowledge in the university: Proposal for interventions in order to release teaching devices. Profesorado, Revista De Currículum Y Formación Del Profesorado, 19(2), 25–40. Recuperado a partir de https://revistaseug.ugr.es/index.php/profesorado/article/view/18752