Listening as a pedagogical practice

Abstract

This article starts from some questions that we ask ourselves as future teachers, about the place of listening as a pedagogical practice. Understanding that such practice is inscribed in a situationality, in a specific institutional, social / cultural context and that it includes particular subjects, we ask ourselves about how listening affects the processes of subjectivation in the teacher/student bond, in what way are they intervened/moved those who are part of it. To do this, we will recover theoretical contributions that allow us to think about those issues.
The theoretical framework from which the present writing is thought recovers the proposals of Juan Manuel Carballeda, which allow us to reflect about the power of listening in any intervention process. Listening, in terms of intervention, implies an act of recognition: the recognition of someone's need to express themselves, when it is interpreted as a right, in that act, accommodates the need and produces an effect of subjectivation . In addition, we will recover Korinfeld's proposals that allow us to inquire about the modes of production of subjectivity, the question of the subject in the pedagogical bond. Likewise, we will return to contributions by Pichon Rivière around the notion of bond: in what way listening impacts on the configuration of bonds at school.
Our objective, with this text, is to enable a space for conversation around certain concerns that have to do with listening as a pedagogical practice and that are present day by day in educational institutions. For this, too, we propose to think around the question: how to promote spaces of trust to enable the word?