“Quien enseña aprende al enseñar y quien aprende enseña al aprender”
Paulo Freire (1997: p.25). Pedagogía de la autonomía.
Saberes necesarios para la práctica educativa. México: Siglo XXI
Presentation
The Indaga-t Teaching Innovation Group (GIDCUB-13/087) of the University of Barcelona promotes the VI Conference on Pedagogical Relation in the University: The strength of inquiry and disruption in uncertain times, with the collaboration of the groups that have organized the previous editions: Elkarrikertuz of the University of the Basque Country, EMIPE (Equipo de Mejora Interdisciplinar de Prácticas Educativas) of the Autonomous University of Madrid and CREARI Grup de Recerca en Pedagogies Culturals (GUB 2013-103 ) Of the Universitat de València.
The Conference will be held at the University of Barcelona on September 6th and 7th, 2017.
It is foreseen that university researchers, institutional leaders, teachers and those who, from the educational and university perspectives, could be interested in analyzing the current situation, reviewing what has been done up to now, and especially managing future proposals .
This is a training activity certified by the Institute of Education Sciences of the University of Barcelona.
Program
You can download all the papers from Google Drive.
Wednesday September 6th, 2017 | |
09:00-9:30 | Collection of documentation and accreditation of participants |
09:30-10:00 | Presentation of the seminars by representatives of the participating institutions and organizers
Juana M. Sancho Paulino Carnicero José Luis Medina |
10:00-11:30 | First Session of Communications and Debate: Who are the others in the pedagogical relationship (first part)
Coordinator: Fernando Herraiz García (Universitat de Barcelona) Papers: Entornos educativos de complicidad entre alumnado y profesorado en la realización de la tesis doctoral Los “otros” en algunos imaginarios y representaciones de la formación inicial del profesorado Las relaciones pedagógicas en la construcción de las trayectorias vitales Los otros en una relación pedagógica para el cuidado |
11:30-12:00 | Break |
12:00-13:45 | First Session of Communications and Debate: Who are the others in the pedagogical relationship (second part)
Papers: Experiencias, formaciones y construcciones con lxs otrxs Breve ensayo de mapeo de relaciones pedagógicas en el proyecto Show Your Own Gold Relaciones pedagógicas y competencias en el aprendizaje con Objetos Digitales y Visuales. Implementando la filosofía Do It Yourself (DIY) con estudiantes de las Facultades de Educación y Bellas artes The semester of Lost Actitudes de docentes y discentes ante la otra: la madre universitaria |
13:45-15:00 | Lunch |
15:00-16:30 | Conversation space: “What makes us continue enthusiastically, despite the current situation of the University”
Juana M. Sancho Estíbaliz Aberasturi Amparo Alonso Raquel Miño |
16:30-19:30 | Second Session of Communications and Debate: Disruptive Practices in Pedagogical Relations (first part)
Coordinator: Germán Navarro Espinach (Universidad de Zaragoza) Papers: El psicodrama como práctica disruptiva: por la concienciación y para el aprendizaje @NeurohackersEdu: Compartir para aprender Asteriscos que cuestionan los determinismos de género en el relato de una investigación sobre las experiencias de infancia Esculturas corporales sobre la Escuela Inclusiva en el grado Universitario de Educación Infantil Identidades múltiples y posiciones contiguas: Prácticas disruptivas y conocimiento dialogado en la formación de investigadores educativos |
Thursday September 7th, 2017 | |
09:30-10:00 | Review of the first day: Thoughts and questions raised |
10:00-11:30 | Second Session of Communications and Debate: Disruptive Practices in Pedagogical Relations (second part)
Papers: Aprender reflexionando desde el silencio, el objeto cotidiano y la visualización de una práctica de aula La cultura DIY en la universidad. De la propuesta del profesorado a la experiencia del alumnado |
11:30-12:00 | Break |
12:00-13:45 | Third Session of Communications and Debate: The pedagogical relation in investigation projects
Coordinator: Joan-Anton Sánchez i Valero (Universitat de Barcelona) Papers: Los coreógrafos invisibles: implicaciones pedagógicas de un proceso creativo Desbordar la Universidad Entrecruzar miradas: Aprender a partir de proyectos de indagación en un curso de Visualidades Contemporáneas |
13:45-15:00 | Lunch |
15:00-16:00 | Conversation space: “The students’ perspective on pedagogical relationships”
Marc Garcia Xaubet Ferran Sánchez Margalef Paula Lozano Mulet Cristian Soto Martínez Julia Gaitán Villasclaras |
16:00-19:00 | Fourth Session of Communications and Debate: The place of ‘not knowing’ in pedagogical relations
Coordinator: Vicente Alfonso Benlliure (Universitat de València) Presentan: Viaje al centro del no saber: las sensaciones corporales en el desarrollo del Trabajo Fin de Grado en Educación Social Lugares de “no saber” de una docente novel |
19:00 | Feedback session by the people who have been rapporteurs. A conversation with all the participants. Coordinator: Cristina Alonso Cano (Universitat de Barcelona) |
Communications
We foresee the participation of a maximum of 50 participants. All participants are expected to submit a communication. Particular consideration will be given to submissions by working groups. The communications will be reviewed by the members of the Scientific Committee, who will approve them. There will be four different thematic sections to give consistency to the sessions as a whole. Each communication will be presented with a specific topic section that the participants can choose when sending the communication proposal. Once reviewed the communications will be placed on the web so that all the attendees can have them and read them before attending the Conference.
You can download all the papers from Google Drive.
Thematic sections
Since the beginning, we have tried to make these meetings a space to share and not a stage in which some talk and others listen. That is why the participants can access the communications in advance so they are able to actively participate in the sessions.
The four sessions of this conference are organized around four topics of debate:
- The pedagogical relationship in the projects of inquiry. Learning through projects can be a practice linked to a type of precarious work within the neoliberal ideology, but also as a way of learning that favors critical reflection, modes of participation and management based on the exchange and a way of knowing that favors creativity and establishing relationships.
- Disruptive practices in pedagogical relationships. A disruptive practice is one that questions initial expectations and opens paths of thinking and doing that question the hegemonic positions on learning and teaching. A disruptive practice may appear at a specific time or be part of a journey that invites us to think from another place of pedagogical relationships.
- Who are the others in the pedagogical relationship. The other of the pedagogical relationship is not just the student or the colleague that we share our experiences with or from whom we distance ourselves. The other has presence and absence beyond what seems obvious. It can travel through knowledge, rules, practices, inside and outside the university and imaginary, to name but a few of the places where the other is manifested or hidden.
- The place of ‘not knowing’ in pedagogical relationships. One of the fantasies of the disciplines related to learning and teaching is that everything can be predefined and measured. However, when we propose an activity or end a course, we realize that there is much of what we do not know about what ‘really’ students have been able to learn.
These thematic areas invite us to think from works of foundations or reflective experiences.
Organization of the Conference
From these questions, the temporary organization of the two hours for each theme is articulated as follows:
- Presentation of the session and participants by the coordinator (15 minutes).
- Presentation of each communication focused on the subject and in what has allowed you to think about writing the communication (5 minutes each). It is assumed that the attendees have read the communications before.
- Presentation of questions and reflections on the part of those who make the return and contributions of those who present the communications (40 minutes).
- Conversation open to all participants (40 minutes).
- Meanwhile, the people who act as rapporteurs will take notes to take to the closing plenary on the second day.
- It is important to follow this pattern so that the conference can promote listening, dialogue and learning together.
Note: The times, both of the organization of the Conferences and of the distribution in the subjects, are subject to change, as it depends on the number of communications in each of the thematic axes.
Deadlines for delivering communications
The communications must use the following template, and must be sent to esbrina@ub.edu
Communication template
The organization will manage the conversion of some of the communications into articles to be published in a journal related to teaching at the university.
Registration
If you have problems with the form, you can access it directly at the following link
Organization Committee
Aingeru Gutierrez-Cabello
Universidad del País Vasco
Amparo Alonso Sanz
Universitat de València
Anna Forés Miravalles
Universitat de Barcelona
Aurelio Castro Varela
Universitat de Barcelona
Cristina Alonso Cano
Universitat de Barcelona
Estíbaliz Aberasturi Apraiz
Universidad del País Vasco
Fernando Hernández Hernández
Universitat de Barcelona
Fernando Herraiz García
Universitat de Barcelona
Germàn Navarro Espinach
Universidad de Zaragoza
Joan-Anton Sanchez i Valero
Universitat de Barcelona
Joaquín Paredes Labra
Universidad Autónoma de Madrid
José Miguel Correa Gorospe
Universidad del País Vasco
Juana Maria Sancho Gil
Universitat de Barcelona
Judith Arrazola Carballo
Universitat de Barcelona
Paloma Rueda Gascó
Universitat de València
Paula Jardón Giner
Universitat de València
Paulo Padilla Petry
Universitat de Barcelona
Raquel Miño Puigcercós
Universitat de Barcelona
Ricard Huerta Ramon
Universitat de València
Ricard Ramon Camps
Universitat de València
Ricardo Domínguez Ruiz
Universitat de València
Rosa Mª Esteban Moreno
Universidad Autónoma de Madrid
Vicente Alfonso Benlliure
Universitat de València
Xavier Giró Gràcia
Universitat de Barcelona