Keywords
Pedagogical expedition
Collective production
Training as experience Expedición Pedagógica
Producción colectiva
Formación como experiencia Expedição pedagógica
Produção coletiva
Treinamento como experiência
Collective production
Training as experience Expedición Pedagógica
Producción colectiva
Formación como experiencia Expedição pedagógica
Produção coletiva
Treinamento como experiência
How to Cite
Unda Bernal, M. del P. (2018). Training as experience and collective production of knowledge in the National Pedagogical Expedition. Rutas De formación: Prácticas Y Experiencias, (7), 34–39. https://doi.org/10.24236/24631388.n7.2019.1919
Abstract
These words of Pepe Mujica (2013) in conversation with a European journalist, who expresses his surprise at his way of acting as ruler and his admiration for his ideas, become a good preamble to highlight the commitment of the Pedagogical Expedition to build the collective and break the insularity and isolation to which many teachers have been subjected in educational institutions. This is what we are working on in this article, highlighting the importance of the Pedagogical Expedition in the construction of collective perspectives on education.
References
Foucault, M. (2003). entrevistado por Duccio Trombadori. En Jay, Martin, La crisis de la experiencia en la era postsubjetiva, Chile, Universidad Diego Portales.
Lander, E (2000). Ciencias sociales, saberes coloniales y eurocéntricos. En: E. Lander (comp): La colonialidad del saber, eurocentrismo y ciencias sociales. Perspectivas latinoamericanas, Clacso, p. p. 11-40.
Larrosa, J (2006). Sobre la Experiencia. Universidad de Antioquia, Educación y Pedagogía, vol. 18, p.p. 43-51.
Larrosa, J (2009). La Experiencia y sus lenguajes. Serie Encuentros y Seminarios, p.p. 1-11
Martínez, A., Unda, M.P., Mejía, M.R. (2002). El itinerario del maestro: de portador a productor de saber pedagógico. En: Veinte años del Movimiento Pedagógico 1982-2002. Entre mitos y realidades. Colombia: Editorial Magisterio Corporación Tercer Milenio, p. 61-94
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