Areas of invisibility that emerge from the pedagogical relationships. Sharing shadows between students and teachers

Abstract

As teachers from the innovation group Indaga-t (GIDCUB-13/087), we share dilemas around our own teaching practice. We occupy a position (space of not knowing and/or want to know more) which bring us to reflect about the pedagogical relationships that emerge from the different spaces where we intervene. The project Invisible zones on the independent learning assessment (2013PID-UB/001) led us to explore the uncertainties that we have been experimenting as teachers, relating them with the concerns that students experienced in our subjects. This trajectory allowed us to define the “grey zones” as areas of uncertainty and discomfort through which we can problematize the learning experience as a becoming, looking closely at the interests game, the emerging dilemmas, the learning rhythms, and all the complexities intrinsic in our teaching practices. In this article we present our research work linked with two contexts: the subject of Sociology of Art, from the Degree in Preservation and Restoration of Cultural Property Degree and The Digital and Visual Culture in Social and Educational Processes from the Degree in Pedagogy. From a methodology based on building teachers stories; interventions in the Foros from the Virtual Campus; and conversations in the classroom; the topics that emerged were related with: the consequences of negotiating how to work between teachers and students; the learning rhythms; the duration of the subjects; and the assessment as a reflective process by the learners.