Este texto parte de la inquietud por situar en el centro del proceso educativo la relación educativa, ya que esta da forma a la experiencia vivida en el aula, haciendo posible la construcción del currículum vivido de cada estudiante. Partiendo de estudios fenomenológicos y feministas entendemos que la relación educativa se construye desde un movimiento de comprensión pedagógica, es decir, de acogida y acompañamiento. El propósito del estudio es ahondar en la naturaleza de la relación educativa, la comprensión pedagógica y en el lugar que ocupan en la construcción del currículum vivido. Para ello, en el marco de una indagación narrativa, a través de conversaciones hermenéuticas, tratamos de conocer la experiencia de una maestra y una de sus alumnas. Un análisis cruzado de los dos relatos nos permite pensar en tres lugares desde los que se estructura la comprensión pedagógica y se construye la relación educativa: escucha, aceptación y disponibilidad.
Based on a narrative approach to subjectivity (Ricoeur, 1994; White y Epston, 2002; Clandinin, 2013), we analyse two Clint Eastwood's movies, "Million Dollar Baby" (2005) and "Gran Torino" (2008). The movies present a male character (Eastwood himself) in the role of a hegemonic masculinity that he will be forced to question as a consequence of the relationships he has with Maggie (Hilary Swank), an obstinate amateur boxer with a complex family story, and Tao (Bee Vang), an Asian teenager pressured by a youth gang. Eastwood's characters will resist accepting the responsibility of taking care of both teenagers. However, the development of the plots will show us the way in which he ends up accepting "his place" as an adult of reference, re-signifying his subjectivity as a man. Based on the statements of Recalcati (2014; 2015; 2016) we will propose a parallel analysis between both films about intergenerational relationships and masculinities.
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