Towards a genealogy of experience: Educational management in a newly created school (2009-2015)

Abstract

The triumph of the school represents the triumph of an autonomous ethical conscience. The limit nests in our own experience. This work arises from an educational praxis in a high school in Buenos Aires between 2009 and 2015. Reflecting on the school helps us to understand it as a space where a multiplicity of variables that challenge our daily practice and our subjectivity as teachers are displayed. Underlying this writing is the question about knowledge, about what is learned in school, about other forms of learning, about teaching methods, about the always conflicting relationship between “the established” in school dynamics (norms, spaces, bureaucratic mechanisms, school rituals) and the novelty, for the political-role that educators assume daily, for institutional management. I ask myself, also, about the authority, the autonomy and the transgression and the ways of validating or contrasting the educational truths, for the cultural and historical construction of the actors who pass through the school and their real importance within the school process. I finally try to position myself critically in front of my own performance, presenting myself but also re-presenting myself, denaturing my own assumptions and opting, again, for public education.