Pedagogía del afecto: Un amalgamamiento de perspectivas para la educación del colombiano del nuevo milenio
Main Article Content
Abstract
This article discusses the features of the kind of pedagogy which, according to the author, a country like Colombia is in urgent need of pedagogy of the affect. More specifically, six traits of such a pedagogy are explored: a close look at the socio-cultural context; use of the metaphor as a pedagogical tool; raising students' language aware awareness; teaching about power relationships; learning about students' differences; establishing a community of teacher-researchers. Examples taken from the author's 25 year experience as an educator illustrate how teachers in the context of Colombia and the Caribbean Colombian region can make this pedagogy a reality.
Downloads
Article Details
- Authors retain copyright and grant the journal right of first publication, with the work [SPECIFY PERIOD OF TIME] after publication simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in Zona Próxima
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work
References
BOUD, David (ed.) (1982)
Developíng Students Autonomy in Learning. london: Kogan Page.
BRONOWSKI, Jacob (1978)
The Origins of Knowledge ond Imaginotion. New Haven and londan: Yale University Press.
CAMERON, D., Frazer, E., Harvey, P., Rampton, M.B. H., Richardson, K. (1992)
Researchíng Language. Issues of Power and Method. Londan: Routledge.
FAIRClOUGH, Norman (1989)
Longuage ond Power. Londan: Longman. FLÓREZ OCHOA (1999): Evaluación Pedagógica y Cognición. Santafé de Bogotá: McGraw-HilJ.
FREIRE, Paulo y Macedo, Dona Ido (1995): AA
Dialogue. Culture, Language and RACE». Harvard Educationo/ Review, Vol. 65, N° 3, p. 377-402.
GIROUX, Henry (1994a)
«Doing Cultural Studies: Youth and the Challenge of Pedagogy». Harvard Educationol Revievv, Vol. 64, N° 3, p. 278-308.
GIROUX, Henry (1994b)
Dísturbing Pleasures. Learning Popular Cu/ture. New York: Routledge.
GÓMEZ BUENDIA, Hernando (1998)
Educación: Lo Agenda del Siglo XXI. Hacia un Desarrollo Humano. Santafé de Bogotá: PNUD.
GONzALEZ S., Fernando (1997)
«La Pedagogia: un Flujo de Deseo y de Poder». En: Lo Postmodernidod: implicaciones poro lo educodón. Santafé de Bogotá: Dimensión Educativa.
HERON, John (1982)
«Assessment Revisited». En: Boud, David (ed.) Developing Students' Autonomy in Leorning. London: Kogan Page, p. 55-68
HOLLlDAY, Adrian (1994)
Appropríate Methodology in Social Context. Cambrídge: Cambrídge University Press.
HOOKS, Bell (199S)
Teaching to tronsgress: Education os the Practice of Freedom. London: Routledge and Kegan Paul.
KNOWLES, Makolm (19B6)
Using Learning Contracts. Approaches to Individualizing and Structuring Leaming. San Francisco: Jossey-Bass Publishers.
LAKOFF, George and Johnson, Mark (1980)
Metaphors We Live By. Chicago: The University of Chicago Press.
MARZANO, Rabert (1992)
A Oifferent Kind of Classroom. Teoching with Oimensions of Learning. Library of Congress Catalogue.
VAN L1ER,Leo (1996)
Interoction in the Language Currículum. Edinburgh: Longman Group.