Las expresiones murales: narrativas y silencios para construir el diálogo
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Universidad de Medellín
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Los sentidos y criterios pedagógicos que subyacen en las expresiones murales, en tanto territorios grabados por los lenguajes de la memoria, tienen como horizonte de interpretación las narrativas y silencios. Desde allí el diálogo emerge como verificación de la trascendentalidad intersubjetiva asumida como arista metodológica que logra ubicar la experiencia de encuentro con la imagen del muro en su vitalidad narrativa, dentro de la investigación fenomenológica, en la cual la epistemología es memoria, resignificación y depuración del sujeto en el lenguaje como efecto de la construcción dialógica que supera las colocaciones en el espacio y el tiempo, así como los presupuestos y prejuicios frente a la lectura y la escritura del mundo, de la vida y de la cotidianidad. Sobre estas premisas, la perspectiva situacional de la pedagogía reconoce en la pregunta una condición vivencial y discursiva que testimonia el compromiso del maestro con los fenómenos de la realidad socio-histórica, de la cual el muro es expresión de evocación y creación de relatos y, a su vez, trayecto de interpretación en la experiencia finita de la existencia, donde la educación y el maestro encuentran razones para emprender nuevas lecturas y escrituras del mundo desde una posición en resistencia con la impunidad y el crimen
Pedagogic senses and criteria underlying wall expressions, as territories marked with languages of memory, are intended to interpret narratives and silences. Then, dialogue emerges as verification of inter-subjective transcendentalism assumed as a methodological point of view intended to locate the experience of meeting the image of the wall within a narrative vitality, within the phenomenological research where epistemology implies memory, redefinition, and cleaning of individuals in language as an effect of dialogue construction that exceeds locations in time and space, as well as assumptions and prejudices in relation to reading and writing of world, life, and daily life. In relation to premises above, the situational perspective of pedagogy recognizes the question as an experiential and discursive condition that witnesses the teacher’s commitment to phenomena of social and historical reality; a reality where the wall is an expression of evocation and creation of stories and, in turn, a path of interpretation in the finite experience of existence where education and teachers find the reasons to get involved in new readings and writings of the world from a position contrary to impunity and crime.
Pedagogic senses and criteria underlying wall expressions, as territories marked with languages of memory, are intended to interpret narratives and silences. Then, dialogue emerges as verification of inter-subjective transcendentalism assumed as a methodological point of view intended to locate the experience of meeting the image of the wall within a narrative vitality, within the phenomenological research where epistemology implies memory, redefinition, and cleaning of individuals in language as an effect of dialogue construction that exceeds locations in time and space, as well as assumptions and prejudices in relation to reading and writing of world, life, and daily life. In relation to premises above, the situational perspective of pedagogy recognizes the question as an experiential and discursive condition that witnesses the teacher’s commitment to phenomena of social and historical reality; a reality where the wall is an expression of evocation and creation of stories and, in turn, a path of interpretation in the finite experience of existence where education and teachers find the reasons to get involved in new readings and writings of the world from a position contrary to impunity and crime.
Palabras clave
Teacher, education, pedagogy, dialogue, language, reading, writing, memory, wall., maestro, educación, pedagogía, diálogo, lenguaje, lectura, escritura, memoria, muro.