Ecologies of knowledge in the university: Proposal for interventions in order to release teaching devices

Autores/as

  • Elena Casado Aparicio Universidad Complutense de Madrid
  • Lorena Ruiz Universidad Complutense de Madrid
  • Carlos López Carrasco Universidad Complutense de Madrid

Palabras clave:

Ecology of knowledge, teaching practice, meaningful learning, learning communities

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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Publicado

2015-09-01

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