Educating powers: arquitexture, aesthetics and discourses in universtarian pedagogical relationship

Abstract

The university is a critical space where subjectivities are (re)produced. Understanding the pedagogical relationship (teachers and students) becomes an opportunity to renarrate Education in its social and political dimensions. Through a sociotechnical quasiethnography of discourses, we seek to understand the discourses on pedagogical relationship in university teachers and students. Within the information produced, we highlight the discourses that refer to the figure of the teacher as the one having the knowledge before a student, who has the capacity to question their place in the relationship, and therefore in knowledge. The evaluation is narrated as a moment in which the relationship is interrupted, not only between teachers and students, but also between the students themselves. Furthermore, the arrangement of the classroom not only materializes a discourse, but also endorses it, in the same shape that it takes, being a space where these discourses are in-corporated and subjectivities are (re)produced.