HOW WERE LATIN-AMERICAN’S TAUGHT TO FEEL? A HISTORIOGRAPHICAL BALANCE (original) (raw)

This article, written from three different geographical locations and with different academic accumulations, aims to account for the trajectories in the field of emotions, sensibilities and school aesthetics in the history of education and pedagogy in Argentina, Brazil and Colombia. In order to respond to this purpose, each section highlights the research works that fall within this thematic interest, identifying the conceptual, methodological and epistemological advances involved in the constitution of a field of research in some cases in formation and that shows unequal levels in its emergence and institutionalization in each country. The authors conclude that the interest in these topics has implied a shift from perspectives in which school subjects were trapped by enveloping logics of power to those analytical views in which subjects take center stage as they intervene in the (re)production of senses and sensibilities. In addition, they highlight that this academic interest in the sensitive and aesthetic repertoires at school has made possible the dialogue between different disciplinary fields and between countries of the region, placing a transnational look at the construction of this field of research.

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HOW WERE LATIN-AMERICAN’S TAUGHT TO FEEL? A HISTORIOGRAPHICAL BALANCE (original) (raw)

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