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Care and automation in artistic and technological education classes: An ethnographic trial on intellectual emancipation at a secondary school in the city of La Plata

Thesis

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KeywordsTriple Keywords
Schooling
Instruction
Education of children
Human resource development
Children--Education
Students--Education
Youth--Education
Education
Pedagogy
Education, Primitive
Context (Linguistics)
Grammar, Comparative and general--Context
Situation (Linguistics)
Equality
Egalitarianism
Social inequality
Social equality
Inequality
Theater
Histrionics
Professional theater
Theatre
Dramatics
Stage
Western art (Western countries)
Arts, Fine
Fine arts
Iconography
Art, Visual
Arts, Visual
Occidental art
Visual arts
Art
Art, Occidental
Art, Western (Western countries)
Communication
Mass communication
Communication, Primitive
Deduction (Logic)
Argumentation
Logic
Logic, Deductive
Deductive logic
Dialectic (Logic)
Autonomy
Self-government
Independence
Thought and thinking
Thoughts
Thinking
Mind
Consciousness
Humanities
Civil liberty
Personal liberty
Emancipation
Liberation
Liberty
Freedom
Attention
Flow (Psychology)
Concentration (Psychology)

Abstract

This work describes some curriculum spaces of the artistic and technological education of a secondary school in the City of La Plata (Province of Buenos Aires), in the context of the last years of the Connecting Equality Plan (PCI). For two years (2014-2015), three different classes were accompanied in the subjects of Music, Theatre, Visual Arts and New Information and Communication Technologies, in order to investigate from an ethnographic perspective the blurring, conflict and negotiation of the technical, administrative and pedagogical logic that characterise the school life of young people and adults, providing a basis for the exercise of a certain political and intellectual autonomy. Mainly from Bernard Stiegler’s ideas, these and the actions of informants are discussed in order to describe the deployment of ‘sovereign’ thinking, distinctive attentiveness and pedagogically conducive sociability within the classroom, in close connection with the existence of analogue and digital material objects which act as technical exteriorations of consciousness, according to the argument of the digital pharmakon and the grammatisation of sabeers — do, of the tastes — living and theoretic knowledge. Faculty of Humanities and Education Sciences

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