Queer pedagogies and polyphonies of the south: transgressions and affections in education in the teaching staff

It is from immediate and polyphonic senses that we explore in this paper the making of queer pedagogies in an exercise that purports to delineate its plausibility for teaching education programs. To that end we dwell on the dialogues that these pedagogies establish with decolonial perspectives in ed...

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Main Authors: Francisco Ramallo, Juan Ariel Gómez, Luis Porta
Format: Article
Language:English
Published: Universidade Federal de Santa Catarina (UFSC) 2018-12-01
Series:Revista de Ciências Humanas
Subjects:
Online Access:https://periodicos.ufsc.br/index.php/revistacfh/article/view/58548
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spelling doaj-b9ca462d0bb5481f9c053d93edbb0d492020-11-24T20:57:46ZengUniversidade Federal de Santa Catarina (UFSC)Revista de Ciências Humanas0101-95892178-45822018-12-0152011410.5007/2178-4582.2018.e5854830312Queer pedagogies and polyphonies of the south: transgressions and affections in education in the teaching staffFrancisco Ramallo0Juan Ariel Gómez1Luis Porta2Universidad Nacional de Mar del Plata, Mar del PlataUniversidad Nacional de Mar del Plata, Mar del PlataUniversidad Nacional de Mar del Plata, Mar del PlataIt is from immediate and polyphonic senses that we explore in this paper the making of queer pedagogies in an exercise that purports to delineate its plausibility for teaching education programs. To that end we dwell on the dialogues that these pedagogies establish with decolonial perspectives in education, as a means of inhabiting this political project from the South. Between respectful and irreverent repetitions, we gather different genealogies and local receptions that intend to trace such pedagogies. Finally, we state – with neither an exhaustive nor a normalizing criterion – a series of opportune transgressions for teaching education programs from the academic community we belong to, gesturing towards visualization and the delineation of queering horizons.https://periodicos.ufsc.br/index.php/revistacfh/article/view/58548EducaçãoFormação de professoresPedagogiaTeorias queer
collection DOAJ
language English
format Article
sources DOAJ
author Francisco Ramallo
Juan Ariel Gómez
Luis Porta
spellingShingle Francisco Ramallo
Juan Ariel Gómez
Luis Porta
Queer pedagogies and polyphonies of the south: transgressions and affections in education in the teaching staff
Revista de Ciências Humanas
Educação
Formação de professores
Pedagogia
Teorias queer
author_facet Francisco Ramallo
Juan Ariel Gómez
Luis Porta
author_sort Francisco Ramallo
title Queer pedagogies and polyphonies of the south: transgressions and affections in education in the teaching staff
title_short Queer pedagogies and polyphonies of the south: transgressions and affections in education in the teaching staff
title_full Queer pedagogies and polyphonies of the south: transgressions and affections in education in the teaching staff
title_fullStr Queer pedagogies and polyphonies of the south: transgressions and affections in education in the teaching staff
title_full_unstemmed Queer pedagogies and polyphonies of the south: transgressions and affections in education in the teaching staff
title_sort queer pedagogies and polyphonies of the south: transgressions and affections in education in the teaching staff
publisher Universidade Federal de Santa Catarina (UFSC)
series Revista de Ciências Humanas
issn 0101-9589
2178-4582
publishDate 2018-12-01
description It is from immediate and polyphonic senses that we explore in this paper the making of queer pedagogies in an exercise that purports to delineate its plausibility for teaching education programs. To that end we dwell on the dialogues that these pedagogies establish with decolonial perspectives in education, as a means of inhabiting this political project from the South. Between respectful and irreverent repetitions, we gather different genealogies and local receptions that intend to trace such pedagogies. Finally, we state – with neither an exhaustive nor a normalizing criterion – a series of opportune transgressions for teaching education programs from the academic community we belong to, gesturing towards visualization and the delineation of queering horizons.
topic Educação
Formação de professores
Pedagogia
Teorias queer
url https://periodicos.ufsc.br/index.php/revistacfh/article/view/58548
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