Narrativas sobre la enseñanza en torno a la "didáctica de autor". Las maravillas cotidianas que abren a la percepción en el aula universitaria

Abstract

This article restores the value of what some field specialists have labelled as “the author’s pedagogy” on account of the centrality of experience, practical wisdom and the spon-taneous actions which take place in the classroom. This becomes particularly worthy when emotional, perceptive and affective dimensions are at play. We will expose four native theses stemming from our research: teaching is not masturbating, the student as an anthropological peer, therapeutic teaching and body and feeling commitment in learning. Before, we will delve into good teaching as a theoretically-bounded category and narrative as an ontological-discursive weave that enables the interpretation of these processes. Methodologically, the tales that will be presented stem from research through biographical interviews, in-classroom ethnographic files and focus groups held with graduates.