Revista del IICE

Editorial

Myriam Feldfeber, Daniel Suárez — Fri, 12 Sep 2025 18:15:13 +0000

Presentación: Relaciones pedagógicas y formas de la autoridad contemporáneas. Pensar/hacer una educación emancipatoria

María Beatriz Greco, Louise Ferté — Fri, 12 Sep 2025 18:17:40 +0000

Lines of power-resistance into the Directorate of Community Psychology and Social Pedagogy of the Province of Buenos Aires

David Eichenbronner — Fri, 12 Sep 2025 18:23:12 +0000

The work that is presented below constitutes part of the research process dedicated to the production of a doctoral thesis about the historical-political resonances that the psychoeducational discourse produces within the educational system of the Province of Buenos Aires. For this, the focus of philosophical and political analysis is concentrated on the interplay of the power-resistance variables, re-taking an analytical perspective in a Foucaultian key, especially concentrated on the author's renowned 1979 conference; “Omnes et Singulatim: towards a critique of political reason”.

In this sense, the text seeks to synthetically promote points of intersection between logics of power that circulate embodied by the psi discourse under the institutional practice of the Directorate of Community Psychology and Social Pedagogy, an octogenarian state agency that frames it. The place that the so-called Complementary Educational Centers and the figure of guidance occupy as a constitutive part will be highlighted, assuming with their particular modes of organization and paradigmatic expression forms of resistance.

Governmentality and Educational Territories: Toward a Critical Affectivity in Pedagogical Relationships

Borja Castro-Serrano, José Miguel Garay — Fri, 12 Sep 2025 18:25:19 +0000

Governmentality is a fertile concept for thinking about the operation of power, neoliberalism and subjectivations, both in the field of social sciences and educational philosophy. However, government dispositive do not operate as monolithic processes that flow directly from neoliberal policies to the population. From a critical and situated philosophical perspective, the article proposes opening a theoretical-practical discussion to rearticulate and think of the educational territory as a space of affective variability. It is shown through concrete pedagogical practices that these dispositives are complex assemblages in everyday practice that are subtly and capillary modulated through an affective governmentality deployed by educational authority. In this tension of governmentality, the findings question classical perspectives of power in the pedagogical relations of the socio-educational sphere, indicating that there is a way of escape and flight from the subtle governmental affective modulations. By reconfiguring the territory and the school, a discussion opens on socio-educational interventions whose experimental materiality gives rise to new forms of pedagogical relationship in educational territories that are not imposed, but rather emerge from the interaction and rhythms of the affective and inventive practices of those who inhabit them.

Pedagogical bonds in the Medicine career: Verticalism, sexist violence and “good authority”

Lautaro Steimbreger — Fri, 12 Sep 2025 18:31:10 +0000

The work presents partial results of a qualitative study aimed at knowing how pedagogical bonds are configured at the university from the perspective of authority. Authority is conceived as a dissymmetrical relationship between two or more people, mediated by recognition, and is distinguished from power, violence and authoritarianism. The clipping takes up the speech produced by advanced students of the Medicine degree at the Universidad Nacional del Comahue in a discussion group. The conversation went through four big moments. First, the vertical, distant and hierarchical nature of pedagogical relationships in the mass classes of the first years of the degree was highlighted. Second, manifestations of sexist violence were identified by teachers in the final years of their studies. Third, the students warned about how confusing and ambivalent “the affective” can be in personal and close relationships with teachers, especially when they mask sexist violence. Fourthly, the idea of a “good” professorial authority was claimed, with traits of respect, positivity, exemplarity and justice, which place it as an ideal. The findings highlight the complex relationship between pedagogical bonds and gender relations, and open new questions.

The interactions among educators and their pedagogical disposition, acknowledgment, and care

ESTIBALIZ AMENABARRO — Fri, 12 Sep 2025 18:33:01 +0000

Human relationships constitute the core of school life, as education is, at its essence, a relational practice. While educational research has paid particular attention to student-teacher interactions, the analysis of relationships among teachers has not been equally prolific. This study aims to understand and interpret the relational dynamics that teachers construct within the school context, based on their experiences and subjectivities. Adopting a qualitative approach, a case study was conducted in a public lower secondary education school located in the Basque Autonomous Community. Through the methodology of visual narrative inquiry, the lived experiences and subjectivities of a teaching team were explored using semi-structured focus group interviews and photo-elicitation techniques. The findings reveal that teacher relationships significantly influence the institutional climate, pedagogical processes, and the construction of professional identities. Furthermore, the study highlights the need to nurture these relationships, particularly in contexts marked by uncertainty. It concludes that, although often rendered invisible, teacher relationships deserve greater attention due to their capacity to shape the educational framework as a whole.

Principals of girls' schools in Paris at the beginning of the 20th century

Maud Delebarre — Fri, 12 Sep 2025 18:34:19 +0000

This article examines the capacity for action of headmistresses in French private schools in the first decades of the 20th century in the field of women's education. This study, which focuses on Paris, helps to shed light on the role of these authority figures in the transformation of the knowledge available to women at a time when their social space was being reconfigured. Analysis of the school archives and the Académie de Paris' supervisory documents, as well as commercial brochures and the press, shows that these women were business leaders, responsible for the smooth running, development and success of their institutions. Benefiting from a regulatory framework that was much less restrictive than that of public education, they managed to modify the educational offer for women, both in terms of the content taught and the qualifications prepared, in order to better respond to the new expectations of their clientele. By adopting an intersectional approach that takes into account gender, social class and religion, this research reveals, however, that their actions are still marked by gender norms and that they do not eliminate all the boundaries that distinguish male and female knowledge.

Afetividade, Autoridade e Insubordinação: Reflexões sobre a Formação Docente em Educação Matemática Inclusiva

Naiara Rocha — Fri, 12 Sep 2025 18:28:27 +0000

This article discusses the challenges and possibilities of initial teacher training for inclusive mathematics education, emphasizing the relevance of affectivity, educational authority and creative insubordination. A theoretical and methodological approach is adopted, centered on (auto)biographical research, which values narratives of pedagogical experiences as formative devices. The research aims to investigate the potential of (auto)biographical narratives to understand how the experiences and stories of future teachers can contribute to inclusive and emancipatory pedagogical practices, articulating theory and practice. The proposal involves a study group on mathematics education, inclusion and narrative, to reflect on challenges and formative trajectories. The expected results include the strengthening of teacher autonomy and the promotion of pedagogical practices that integrate technical and affective dimensions. It is concluded that a reflective initial training, sensitive to diversity, can prepare teachers for emancipatory practices, consolidating a inclusive mathematics education that values affectivity, promotes teaching autonomy and recognizes the transformative potential of formative experiences.

Directive management in pedagogical practices for ESI: An analysis of the complexities from the perspective of primary level principals in the Province of Jujuy

Zoe Marlene Aleman, Victor Omar Jerez — Fri, 12 Sep 2025 19:09:33 +0000

This article presents the results of research projects on Comprehensive Sexuality Education in the Province of Jujuy, Argentina, which we have been carrying out at the National University of Jujuy. The aim of the paper is to analyze the perspective of public primary school principals on CSE in the school curriculum, and to understand how it was implemented in the face of the various challenges that arise. We explore the discourses of experiences about the strategies adopted and the difficulties that emerge, in the pedagogical plots and links. The research was carried out from a qualitative methodology; the discourse of principals from different geographical regions of the province was investigated through the application of semi-structured interviews, group interviews and workshops. The main findings show that the directors face challenges in the implementation of the ESI, they warn that teaching the contents of this law, revealed some formative shortcomings in the training processes that were provided by the state, when its application was announced. In addition to this, there are prejudices, both their own and those of many teachers. Finally, they express that the solution to these challenges requires an approach that combines continuous training, reflection on practice and collaborative support to ensure their effective inclusion.

Pedagogical authority as a practice of practice of relationship. Problems with the ways of thinking a common living

Marisa Maneffa, Debora Grunberg — Fri, 12 Sep 2025 18:38:59 +0000

We start this article with a question: How to structure (pedagogical) relations of authority today? This subject leads us to ponder the ways of constructing relations of care and support subjective processes at the same time that we promote living together, particularly in the education area.

We specifically address two questions:

In which sense do we think about the ways of constructing relations of authority? How do we think them? Here, we propose a distinction between “thinking” as the way to reach the truth and the perspective of considering it as an action with a creative power.

Which are the conditions of (im)possibility of relating?

Focusing on the notion of dispositif (Foucault, 1991), we address the issue of the public as an instance of authority.

We propose to discuss possible answers to the central question; without subscribing to "technical" perspective to attempt to problematize authority, highlighting its relational quality as a practice of relationship situated in/between dispositifs.

Throughout the article, we explore “thinking in the middle of”, thinking as a perspective that allows us to follow the movement of the problem rather than capturing it in solutions.

The Grade Council: lines of escape from traditional teaching practices

Lucia Rodríguez Bustamante — Fri, 12 Sep 2025 19:10:00 +0000

The article aims to address the ways in which traditional teaching practices are challenged by the establishment of a space that promotes student participation at the primary school level, oriented toward organizing everyday school life.

Using a historical-ethnographic approach, the article documents how, by fostering children's participation—based on the recognition of their ability to speak and think about common school matters—a paradox historically embedded in the school space emerges publicly. This paradox refers to the political formation of a (future) citizen who is excluded from exercising such a role in the present.

Indeed, the article seeks to argue that the tensions arising in the development of a participatory space in schools are connected to the friction generated by the intersection of a logic of openness to participation and the traditional school structure, which is shaped by conceptions of childhood rooted in subordination and obedience to adults. It is concluded, therefore, that the emergence of such dilemmas, questions, and dynamics can foster openings toward alternative forms of power relations within the school.

“Inventing our authority?” Reflections on the “challenge” posed by Michel Serres.

Emmanuel Nal — Fri, 12 Sep 2025 19:10:25 +0000

In 2010, when Michel Serres was asked about authority, he said that it was indeed in crisis, and he was convinced that, from now on, those who want to exercise authority must invent it. It is this “challenge” to educators and educational thinkers alike that we seek to address in this article. We begin by analyzing Michel Serres’s diagnosis of a crisis of authority, which we prefer to the thesis of institutional erosion and a double crisis: a crisis of the meaning of authority, and a crisis of confidence in educators' ability to edify. Secondly, we attempt to take up Michel Serres' challenge, by problematizing the relationship of authority and formulating five proposals to encourage the invention of a singular authority, specific to each educator.

Disconnected school trajectories: The institutional as a determinant

Andrea Kazansky — Fri, 12 Sep 2025 18:43:48 +0000

This article proposes to construct a unit of analysis that allows us to understand disconnected school trajectories and the impact that family-school institutions have on them. To do so, we begin with a qualitative approach, examining the work within a Community Territorial Device. Within this framework, the territorial experience facilitated the construction of different observables. It also presents a situational perspective that reveals, on the one hand, how the family group, in part, determines the perspectives, meanings, and recognition attributed to pedagogical authority. It also conveys, through discursive forms, the significance of the school experience, leaving traces of what it means to be within the school space. On the other hand, it shows how the educational institution reproduces the teaching device and disables the subject of the experience.

Resistance of secondary level students to grammar of schooling in virtual environment in Catamarca

Josefina Florentino, María Celeste Sánchez Escalante, José Alberto Yuni — Fri, 12 Sep 2025 18:45:07 +0000

This study, the resistances to school grammar by secondary level students from the province of Catamarca in virtual environments during the pandemic are addressed. The relevance of the topic lies in providing a pedagogical perspective, as it considers these disruptive practices, which, although not new, were modified and resignified when the face-to-face conditions in which grammar operates were altered, consequently revealing limitations in its structure. For these reasons, it is necessary to address the resistances of students in a different scenario, since currently teaching and learning practices are carried out alternately between in-person, virtual, and hybrid classes.

For this, we draw on the contributions of Foucault, Critical Theory, Sociology of Education, and Anthropology with the aim of discussing and reflecting on these practices from an interdisciplinary perspective, taking into account the transition of grammar to virtuality.

Finally, based on the resistances found among students to different elements of traditional grammar, we conclude the work by highlighting the need to reconfigure this structure, taking into account the changes brought about by virtuality in the space-temporal dimension; an element that alters the other components and, corollarily, the development of teaching and learning practices.

Students Center as an opportunity for citizenship education

Nicolás Vargas — Fri, 12 Sep 2025 18:46:34 +0000

This is a work of narrative inquiry that seeks to study and reflect on an educational experience and its contribution to citizenship education. The experience deals with the accompaniment of the teacher in the construction of place for student participation, called Student Center, in a primary school in Chile. It investigates the educational meanings that unfold in the experience by means of narrative methodology. As results, the metaphors “to hold hands” and “to listen” are proposed, as well as the relevance of the game, as key elements in the pedagogical act. In conclusion, the importance of inquiring into teachers' knowledge in order to construct meanings and reflect as a community of teachers is sustained.

Processes involved in the Writing System Construction of Children, Youth and Adults with Intellectual Disability

Marcela Kurlat, Andrea Arbitman, Flora Perelman — Fri, 12 Sep 2025 18:48:06 +0000

This article is intended to share the results of a master thesis, for the of the University of La Plata. The study was meant to explore the conceptualizations of the writing system built by children, youth and adults with intellectual disability, who attend Special Education Schools and Elementary Literacy Centers in the Autonomous City of Buenos Aires. This article will develop the origin of the investigation, the cualitative methodological approach used to build the object of study, and the main results obtained from young and adult population with intellectual disability. In the conclusions, the pedagogic consequences involved in such results will be discussed for future research reference.

Tuberculosis as a historical-didactical cas

Andrea Revel Chion, Agustín Adúriz-Bravo, Claudia Probe — Fri, 12 Sep 2025 18:49:30 +0000

The study of diseases requires considering a diversity of temporal, spatial and cultural variables and the meanings attributed by individuals and reference groups. Collecting the “historical traces” in tuberculosis as a paradigmatic case allows us to recognise ourselves in a history of processes where the school was important as an institution that formed in health. Our analysis shows that the Argentinian educational system has always linked health and education with the rhetorical tint of the “civilising” quest. The traces that we have collected allow us to notice continuities and ruptures in the imposition of norms and habits, and to detect the recurrent absence of model-based reflective processes on individual and community health. The teaching of health represents a privileged opportunity for citizen education; it is therefore essential to strengthen the pedagogical-didactical link between health and classroom practices, which is today weakened. Teaching health as a social construct demands new axes of analysis; here we propose explanatory theoretical models, integration of knowledge, recognition of relevant voices, and awareness on decisions and actions. Seriously discussing the feasibility of these criteria for teacher education constitutes an unavoidable challenge in the uncertain and threatened context of the 21st century.

Vanguardias didácticas: prácticas de enseñanza indisciplinadas en la educación superior

Yuliana Silvestri Perez — Fri, 12 Sep 2025 18:50:34 +0000