Looking at educational strategies and methods

Abstract

By writing “looking”, the purpose is to highlight a particular manner of relating to practices in a sector of the contemporary educational field, dedicated to the training of youngsters and adults that aspire to graduate as teachers. Proposing a reflection on the application of educational strategies and methods based on a problematisation of the viewpoint from which we look at them and work with them, I intend to grant visibility to ways of knowing, doing and being that consolidate regimes of truth and frameworks of governance in the teaching practices. It is about the one that looks but is not easy to see, an aspect shared by those who look/ educate and are looked at/educated. On the other hand, “looking” expresses my reflection as an “educated-educator” but also manners of thinking, feeling and doing “others” with educational strategies and methods, which have subjective-bodies structuring structures effects that I come across and that come across, transform and transcend the relational field in which I am immersed. Therefore, the institutionalisation of particular educational strategies and methods may translate epistemological dimensions and public education policies that naturally impose and maintain an order and its control. To write “looking” at educational strategies and methods is to propose the reader to focus on what I seek to show within my own field of attention. Letting others “see” the implicit conditions within the act of looking will contribute perhaps to help understand “plural singularities” and to create strategies and methods that support such perspective, at least within the time and space coordinates of the life-long education of teachers.