Resumen

FATTORE, Natalia. Pedagogy as a Register. Reflections from the Dialogue between Aesthetics, Pedagogy and Transmission. Pedagogía y Saberes [online]. 2020, n.53, pp.41-51.  Epub 07-Mayo-2021. ISSN 0121-2494.  https://doi.org/10.17227/pys.num53-10693.

This article reflects about the configuration of the pedagogical field, its crisis and the need to rethink its edges and definitions. These reflections arise from a work of doctoral research that explored the encounters, tensions and crossings of the pedagogical, political and aesthetic dimensions around the ways in which the State implemented the transmission of national sentiment within the framework of two national holidays: the Centennial and Bicentennial celebrations of the Revolutción de Mayo Argentina. This research led us to investigate two issues that we want to present here. First, the need for an "interdisciplinary" approach to pedagogy, a pedagogy that is built against any form of disciplinary border, or better, making of these borders a place for thought. Second, we want to explore a working hypothesis: that of thinking pedagogy not as a discipline, but as a conceptual register and an observation register, a particular way of consigning and questioning categories, objects, practices and subjects. Finally, we used this hypothesis to think the specific case developed in the mentioned thesis work.

Palabras clave : pedagogy; aesthetic; record; disciplines.

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