Residence period: July -August-2017
Experimentation topics: Unconventional Scenarios for Education
Website / blog: n / r
Alejandro is currently interested in the intersection between education, technology and society and the effects that this triad has on the formative and subjective. The first inquiries focused on formal education, particularly with elementary school boys and girls from three public educational institutions in the city of Medellín, teachers from the public sector from all over the country, and students from the University of Antioquia. The first two through the Didactics and New Technologies Research Group of the University of Antioquia and the third through undergraduate courses at the Faculty of Communications and the Institute of Philosophy of the same university. It has also participated in initiatives with non-schooled educational agents, such as the Explora Park, and in recent years it has been learning from the training efforts of various groups and institutions in the city.
Tune in to the budgets of CuBO.X and therefore decided to participate in it. Instead of bringing in a project, hope to draft one. But above all, you want to have an experience in a non-traditional academic space and talk with other people about the triad of the beginning.
The proposal is a prototype. Prototype because it will be open to the public, experimental, recursive, polyphonic, porous, provisional, slow, more comprehensive than prescriptive and it will be done between several hands.
The theme is education. Specifically, out-of-school education. To be more precise, it is the one that puts in tension the classic categorical triad of formal, non-formal and informal and moves between its interstices.
The goal is to listen. Know their practices, talk from their knowledge, learn other ways of naming and making explicit some lights and shadows of these initiatives.
This proposal also seeks to put some imaginary in tension. First, it does not associate, as if they were interchangeable terms, education and schooling. Second, it does not take education as something that only happens to children and young people in a specific time and place. Third, he does not see education exclusively as a vehicle for the market. Fourth, it does not limit pedagogical reflection to educational events circumscribed to the regulated and formal sphere.