EXPERIENCES, INCOMPLETENESS AND ENCOUNTERS WITH DIFFERENCE:
dialogues with learning
DOI:
https://doi.org/10.12957/periferia.2025.87642Keywords:
Educational practices; , Geography Teaching;, Learning community;, Bakhtinian studies;, Historical-cultural theory.Abstract
The text discusses issues relating to learning processes and methodological choices, based on the subject Educational Practices II in Geography. It is an account of experiences, with an emphasis on the concepts in the syllabus, the organization of the analytical axes and their respective developments. The methodological proposal presents a dialog with the concept of a learning community and with an introduction to research, launching into a conceptual constellation, based on authors who offer analytical possibilities that are congruent with the proposal. It assumes that dialogue, enunciation and attentive listening are essential acts in learning processes, crossed in the space organized in the concept of a conversation circle. To that extent, the choice of aesthetic intercessors acts as a sigh of other evaluative relationships. Nevertheless, there are silent refusals of the proposal, highlighted by the involuntary mechanization found in the enunciations. The article is inconclusive, the reflective provocations suggested here are procedural, and the pedagogical suggestions, the methodological choices are still particularities of individual choices and, therefore, the commitment to the educational act, taking into account human development, is an ethical choice, in other words, a responsible act that each professional assumes based on their choices.
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