Luis Porta

Kindness in memorable university teachers

ABSTRACT. The article presents some insights derived from research on ‘good teaching practices’ in the context of the School of Humanities, Mar del Plata State University, Argentina. He professor in charge of the ‘Introduction to Philosophy’ course has been signaled as ‘memorable’ by her advanced students, and thus become part of the investigation. In her classes, the relationship with the students entails peculiar ethical dimensions, and hospitality is one of the categories involved in her didactic proposal. Much data has been gathered through ethnographic reports of classwork, interviews, surveys and analysis of reference materials, which aims at throwing light into good teaching at university, as part of the investigation conducted by the Research Team on Education and Cultural Studies (GIEEC) in this University. KEY WORDS . Hospitality – Pedagogic Bond – Memorable Professors – Higher Education Didactics. doi:10.21703/rexe.201730334812

NARRATIVIDAD E INTERPRETACIÓN: NEXOS ENTRE LA INVESTIGACIÓN NARRATIVA Y LA HERMENÉUTICA

Fil: Porta Vazquez, Luis Gabriel. Consejo Nacional de Investigaciones Cientificas y Tecnicas. Centro Cientifico Tecnologico Conicet - Mar del Plata; Argentina. Universidad Nacional de Mar del Plata. Facultad de Humanidades. Centro de Investigaciones Multidisciplinarias en Educacion; Argentina

Narrativas y trayectorias invisibilizadas. La memoria escolar y los estudiantes del Colegio Nacional de Mar del Plata

This article aims at highlighting the possibilities of (re)constructing a history of education around the category of School Memory, which emphasizes a look within educational institutions and relies on testimonies, (auto) biographies and school files and records. We begin by defining School Memory in terms of related categories, texts and constituting experiences; then we show the interplay of such concept with the identification of the students in a National High School. From these analyses we have been able to conclude that, although High Schools used to represent “traditional”, “selective” and “elitist” teaching, in practice they served as open spaces for the access of different social classes—actually, they exercised a wider appeal than that which is described in the literature of the time. Eventually, we reflect upon the role of narrative in the field of education, venturing School Memory as the territory which enables the recovery of experiences and argumentative plots and make other educational practices possible.