Subjectivities between teaching and pedagogical apparatus: what move us to learn? - DOI 10.5216/vis.v11i2.30685
DOI:
https://doi.org/10.5216/vis.v11i2.30685Abstract
What move us to learn are intangible and invisible subjective processes set in motion in the body and with the body. Social practices and interpersonal forms of relations shape our perceptions of ‘self’ and ‘other’ constructing repertoires that characterize our insertions in the different communities in which we are part. The relations between subjectivity and institutional structures are guided by tensions which extend themselves to the formal conditions of learning. Desires, motivations, affects, doubts and instabilities trespass the timings of learning when being confronted with the resources and pedagogical apparatuses we utilize. Visual culture education proposes to tension and problematize these various trespassing trying to establish transits between subject and collectivity, cultural practices and subjectivities, the thoughtless and the objective, through living experiences which animate us to question and to continue learning as educators and/or students.
Keywords: Learning, lived body, subjectivity, visual culture education.
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