Mistreated Features of Teaching: A Reflection on Ethical, Relational, and Subjective Processes in Contemporary Schooling
Guardado en:
| Údar: | |
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| Formáid: | artículo original |
| Stádas: | Versión publicada |
| Fecha de Publicación: | 2025 |
| Cur Síos: | This paper reports an essayistic style and its purpose is to analyze some features of teaching that are generally ignored in the current pedagogical field. However, given the predictive nature of teaching, the intentional and planned nature of the process, several notions are developed in relation to teaching insofar as it is revealed as a conscious, emergent, and contingent process, as a donation, as a two-way and fully relational act, as a subjectivizing, democratic, and proxemic process, transmitter of inheritance and necessarily paused. Thus, a notion of teaching is presented that focuses on a teacher’s role that is not different from what it has traditionally been, but that seeks to re-signify it from the appropriation of ethical meanings in teaching and school formation. |
| País: | Portal de Revistas UNA |
| Institiúid: | Universidad Nacional de Costa Rica |
| Repositorio: | Portal de Revistas UNA |
| Teanga: | Español Inglés |
| OAI Identifier: | oai:www.revistas.una.ac.cr:article/21552 |
| Rochtain Ar Líne: | https://www.revistas.una.ac.cr/index.php/ensayospedagogicos/article/view/21552 |
| Palabra clave: | education learning school teaching aprendizaje educación enseñanza escuela |