Education

Art. Education. Pedagogy. Learning. Unlearning. Critical exercise. Political imagination. Wet knowledge. Visionary fictions. Counter-pedagogies. The one thing that we cannot deny, or escape, is that we are contemporaries of our pedagogic processes. And pedagogy, understood as a model, is at once a project for the privatisation of thinking. There are still words that are battlegrounds, and these, more than associated with reason, speak from bodies. Inappropriate, untimely, improper, inconvenient, displaced and angry, they dwell in unease and malaise and are like flows that leak out of all pores.

In this workshop Mônica Hoff, through experimental games, actions and readings, invites us to dwell in the unease we feel with our pedagogic processes and perhaps from there we can boost our individual and collective potential for political and poetic action.

THU 9 JUN 2010. 19:00 H. SHARING COUNTER - EDUCATIVE MATERIAL & PROJECTS

In this session we will examine materials and strategies used inside and outside of the classroom.

27 & 28 MAY 2010. 10:30 – 14:00 H. WHAT CAN WE DO? EDUCATION AS AN ACTION AND MOTIVATION. SEMINAR WITH MARINA GARCÉS, SANTIAGO LÓPEZ PETIT, DIEGO SZTULWARK AND VERÓNICA GAGO FROM COLECTIVO SITUACIONES

In this session, we will work on texts written by our guests so as to lead the discussion as a critical workshop in which these ideas are related to our own educative experiences. The texts deal will very important concepts, worthy of an in-depth study such as the construction of community, learning process and affects, citizenship, thoughts as an act of resistance…These texts allow us to think and they encourage a collective reflection on emotions, conflicts and uneasiness as well as the necessity of constructing a new kind of autonomy intertwined with other subjects, rather than with individuality. This workshop is the continuation of one of the main line of works of las lindes consisting of a reflection on education from different perspectives and experiences.

MARINA GARCÉS (Barcelona, 1973)  is a lecturer in Philosophy at the University of Zaragoza. She is author of Las prisiones de lo posible (Ed.Bellaterra, 2002) and is regularly published in magazines such as Archipiélago, Zehar, Daimon, etc. She has also participated in collective publications: Por una política nocturna (Debate, 2002), the report Barcelona 2004, el fascismo postmoderno (Ed. Bellaterra, 2004), Las luchas autónomas en el Estado Español, 1970-1977 (Traficantes de sueños, 2008) or La humillación. Técnicas y discursos para la exclusión social (Ed. Bellaterra, 2009) and El arte en cuestión (Valencia, 2010), etc. In 2003, she started Espai en Blanc (www.espaienblanc.net), a joint initiative dedicated to collective experimentation with thoughts. In the frame of this project, she coordinates the magazine Espai en Blanc. Materiales para la subversión de la vida (Ed.Bellaterra) and participates in different research projects. She is currently actively involved in the Master in contemporary performative arts (Institut del Teatre de Barcelona) and other research processes. www.marinagarces.com

DIEGO SZTULWARK Y VERÓNICA GAGO DE COLECTIVO SITUACIONES

Colectivo situaciones defines itself as a Buenos Aires-based militant research collective. Militant research is an elaboration of thoughts in contact with social experience. This practice intends to contribute to self-representation of society through a constant, flexible and equal work with all parties to the conflict. They set up the independent publishing company "Tinta Limón". They were already involved with some of the most active social movements and initiatives before the 2001 popular uprising: Movimiento de Trabajadores Desocupados (unemployed workers’ movement), Escuelas Libres (free schools), Trabajadoras del Sexo (sex workers), Trabajadores precarios del telemarketing (precarious telemarketing workers), GAC (Street Art Group), H.I.J.O.S. (organization of the children of the disappeared during the dictatorship) etc. They also participated in educative experiences such as the school "Creciendo Juntos" or "Universidad Trashumante". In our lindes session of December 2010 we discussed fragments of Un elefante en la escuela, http://blip.tv/file/4600758 (from 26.15 on). 

Diego Sztulwark and Verónica Gago are holding a residency in Madrid as they are supported by the programme for researchers, El Ranchito (Matadero Madrid).

Activist of Workers’ Autonomy during the 1970’s, SANTIAGO LÓPEZ PETIT (Barcelona 1950) worked as a chemist in a firm which was taken over by its workers. He was involved in resistance movements that followed the crisis of the Workers’ Movement. He currently works as a lecturer in Philosophy at the University of Barcelona. He participated in the project Espai en Blanc since the very beginning (www.espaienblanc.net). Among his books: Entre el Ser y el Poder. Una apuesta por el querer vivir (Ed. Siglo XXI, Madrid 1994); Horror Vacui. La Travesía de la Noche del Siglo (Ed. Siglo XXI, Madrid 1996), El infinito y la nada. El querer vivir como desafío (Ed. Bellaterra, Barcelona 2003), Amar y pensar. El odio del querer vivir (Ed. Bellaterra, Barcelona 2005), La movilización global. Breve tratado para atacar la realidad (Traficantes de sueños, 2009). He has likewise contributed to a number of collective books and has been published in journals including El Viejo Topo, Archipiélago, Riff Raff, Futur Antérieur and Posse. His main working line is the relationship between life, politics and art from a critical and activist perspective.

Download reading folder

14 APR 2011. 19:00 H. READING ANALYSIS VI. HE THAT HAS LITLLE AND WANTS LESS IS RICHER THA HE THAT HAS MUCH AND WANTS MORE

In this session, we will discuss education related to public or private fields, as well as advertising and mass media as a factory of consensus and its role in the construction of hedonism.

Chapter “Construction the Romantic Utopia” in Illouz, Eva, Consuming the Romantic Utopia: Love and the Cultural Contradictions of Capitalism, Berkeley, 1997.

"On Democarcy and Education" pp. 294-295 Noam Chomsky
And the following videos:

http://www.youtube.com/watch?v=zvd9NeW6zfc

http://www.youtube.com/watch?v=gPTC4XlYm2s

10 MAR 2011. 19:00 H. BUT PROF, WHAT'S THAN ALL ABOUT? 2ND INTRODUCTORY SESSION

Double session on unbiased educational material, experimental practices and other liberating entertainment. This session is the continuation of last February gathering. We invite all of you to bring materials and strategies that you may have used in your educative practice and that you'd like to share, discuss and experiment in Las Lindes.

10 MAR 2011. 19:00 H. BUT PROF, WHAT'S THAN ALL ABOUT? 1ST INTRODUCTORY SESSION

Double session on unbiased educational material, experimental practices and other liberating entertainment. During this session, teaching resources and strategies used by participants were presented in their educative contexts: a session in which objects, ideas have been brought up so that they can be shared with all participants.

13 ENE 2011. 19:00 H. RETHINKING LAS LINDES 2011

In this session, we discussed topics related to practical issues of las lindes and we reflected on this year's project and its development until now.

9 DIC 2010. 19:00 H. READING ANALYSIS V

In this session, we will analyse some of the aspects put forward by various authors in different contexts. Nevertheless, they all conceive education as a utopian project.

Ferrer y Guardia, La Escuela Moderna, Barcelona, 1912. Chapter dedicated to the education of the future

José Val del Omar "Sentimiento de la Pedagogía. Kinestésica", June 1932.

Francisco José Cuevas Noa, Anarquismo y Educación, Madrid, 2003. Chapters dedicated to Paideia School (Merida) and unschooling:objections to conventional education.

Colectivo Situaciones, Un elefante en la escuela, Buenos Aires, 2008. Chapters "Hacer escuela, estar en banda" and "¿qué puede una escuela?"

11 NOV 2010, 19:00 H.

Se  crearon dos grupos  en los que se compartieron las observaciones realizadas en las actividades educativas individuales desde la última sesión. Tras esto se hizo una puesta en común de las conclusiones de los dos grupos de trabajo.

Uno de los grupos expuso que las observaciones que se habían fijado en la sesión anterior les habían dado mucho que pensar, y se propuso  continuar el trabajo de observación intentando sistematizarlo y experimentar con ello.  Se propuso la posibilidad de observar nuestros prejuicios, los que tenemos desde hace tiempo y los que se van generando en relación a grupos con los que trabajamos un poco más a largo plazo… Por último se habló sobre estrategias relacionadas con los silencios vinculados al género. El otro grupo estuvo hablando de sus experiencias personales y no expusieron conclusiones al grupo general.

14 OCT 2010, 19:00 H.

Si en el curso anterior de Las lindes se había intentado reflexionar en torno a unos textos para facilitar el lenguaje en torno a unos referentes comunes, el propósito de este segundo año se define como un intento de bajar desde la teoría hasta la práctica.

Para dar este paso se decidió dividir al grupo en tres partes, para operativizar las sesiones de trabajo, generar lenguaje común y analizar lo propio a través de lo ajeno y a la vez, nutrir la práctica educativa a partir de nuestras experiencias.

Tras la división en grupos, se pusieron en común las propuestas de observación:

- Los silencios y las dinámicas que puede generar cuando el alumno no responde al diálogo
- El miedo, desde el punto de vista del miedo a la libertad, cómo reaccionamos ante los proyectos libres o que no nos marcan líneas claras de actuación
- Dinámica espacial y relaciones corporales. Analizar el lugar del cuerpo en el espacio, tanto el del profesor y como los de los alumnos y como se distribuye el espacio en el aula.
- La dirección de las preguntas que se hacen, que intención tenemos con cada pregunta
- Relación entre la toma de la voz y el diálogo con las situaciones de igualdad/desigualdad.

Documentation and further information

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Educational Programme 2010 - 2011

10 JUN 2010. FINAL SESSION OF THE 2009-2010 ACADEMIC YEAR

This session will mark the end of the activities carried out during the 2009-2010 academic year. We will analyse the achievements of the past year and discuss our goals for the next.

13 MAY 2010. 4TH LITERARY ANALYSUS SESSION: JACQUES RANCIÈRE 

In this session, we will discuss excerpts from The Ignorant Schoolmaster.

17 APR 2010. LAS LINDES ENCOUNTER

This is an encounter in which the agents and educators involved in the Las Lindes programme can reflect on and discuss their educational practices, projects, concerns, problems and aspirations. Each worktable group will analyse key aspects of different practices and then share their conclusions with the other participants. This encounter represents a step forward in the construction of an educational community and provides an opportunity to voice new perspectives on the work completed to date.

8 APR 2010. ENCOUNTER WITH NEOKINOK 
In this session, Neokinok's Dani Miracle will accompany us in order to discuss about his projects and his educational practices.

11 MAR 2010. READING ANLYSIS III: PAOLO FREIRE
In this session we will discuss about fragments of The Pedagogy of Hope by Paolo Freire.

11 FEB 2010. PRESENTATION OF EDUCATIONAL PRACTICES AND MATERIALS

One of the objectives of the Las Lindes programme is to offer a showcase and provide a framework for discussing projects that explore new strategies for reformulating educational practices that involve audiovisual communication and the visual arts.

10 JAN 2010. READING ANLYSIS III: BELL HOOKS
In this session we will analyse and discuss the chapters “Embracing Change. Teaching in a Multicultural World” and “Building a Teaching Community. A Dialogue”, both published in the book Teaching to Transgress. Education as the Practice of Freedom.

10 DEC 2009. OPEN SESSION: PRESENTATION OF THE WORK OF DONESTECH

In this session we will meet members of the Donestech collective who will share with us some of their projects and materials which may be used as educational tools in the classroom. Donestech defines itself as a group of women social researchers interested in new technologies. For some time now, they have been exploring the relationship between women and technology.

12 NOV 2009. OPEN SESSION: READING ANALYSIS I: ADORNO. EDUCATION FOR AUTONOMY

Interview with Helmut Becker (1959-1969).

In this session we will analyse and discuss the chapters “Education for What?”, “Education for Autonomy” and “Television and Cultural Training”, all related to Adorno’s discussions with Becker.

8 OCT 2009. OPEN SESSION AND PRESENTATION OF THE PROJECT

Documentation and further information

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Educational Programme 2009 - 2010

Hi, I’m Galaxia La Perla. I like to express myself through dance, voguing, runway, makeup and fashion both in physical and digital spaces.

I always work from an activist antiracist perspective and I greatly appreciate the creation of safe, community spaces. Over the next few days this workshop will draw a space through movement, transforming our body, exploring dance through play. There are many ways to enjoy dance and in this workshop we will experiment with what each individual can create through the everyday and close at hand.

There was a storm in the main hall at the conservatory in which one could hear thunder and little by little the first ping-pong balls began to drop. When the thousand drops finally stopped bouncing and lay motionless on the floor, we began to listen.

This year, with the assistance of Paloma Carrasco, we are going to adorn this silent calm with tiny improvised sounds. Paloma invents with the body and space, plays the piano and the cello, and she also dances with them.

Programme with the support of the Daniel y Nina Carasso Foundation

Listening to the train minutes before its arrival, defragmenting light into an infinite colour spectrum, building your own space that is governed without hierarchies.

This year we started a new artist residency project in collaboration with the Federico García Lorca School in Móstoles.
Following years of research, we continue to think about the importance of introducing art-based practices into educational institutions in order to develop multidisciplinary projects involving the entire school in a transversal way. Now more than ever, it seems essential to us to explore processes that promote other types of learning in the classroom, adjust relationships with schools and generate new ties with museums. We are thus interested in continuing to research how artists can affect the education system and vice versa, and how this particular public school can return the experience both to the artists and the CA2M’s education team.

Throughout the third term of the academic year, the artist Agnés Pé will develop a sensorial and sound research project with students in the Caracola classroom and with first-year students.
The classroom will move to the school’s vegetable-garden area to build a sensory laboratory where it will experiment with other ways of perceiving reality. This space will challenge the senses and imagine other forms of governance.

This will allow us to continue researching how both desire and emotion can affect schools. A project that thinks small-scale and places students as the subjects and not as the objects of education.

Programme with the support of the Daniel y Nina Carasso Foundation

A new call will open in December.

(silence) – SSH – SSH – SSH – SSH – SSH – SSH – SSH – (silence) – UUU – UUU – UUU – UUU – UUU – UUU – UUU – (silence) – SSH – SSH – SSH – SSH – SSH – SSH – SSH – (silence) – HEL – LO – HEL – LO – HEL – LO – HEL – LO – HEL – LO – HEL – LO – HEL – LO – HEL – LO – WE – ARE – HEL – LO – WE– ARE – HEL – LO – WE – ARE – HEL – LO – WE – ARE – HEL – LO – WE – ARE – HEL – LO – THE– CHOIR – HEL – LO – CHOIR –HEL – LO– CHOIR – HEL – THE – CHOIR – HEL – THE – CHOIR – HEL – LO – HEL – LO – HEL – LO – HEL – LO – HEL – LO – HEL – LO – HEL – LO – HEL – LO – HEL – LO – HEL – LO – HEL – THEY – ARE– THE– CHOIR – THEY – ARE– THE– CHOIR – THEY – ARE– THE– CHOIR – THEY – ARE– THE– CHOIR – THEY – ARE– THE– CHOIR – WE– ARE– THE– CHOIR– WE– ARE – THE– CHOIR – WE– ARE– THE– CHOIR – WE– ARE– THE– CHOIR – WE– ARE– THE– CHOIR – WE– ARE– THE– CHOIR –

An amateur choir is a creative project in which all types of voices are welcome. The choir doesn’t just sing songs but aspires to embrace all the sounds in the world. That’s why it sings through silence, mumbling and stuttering and with sounds that sometimes involuntarily escape the body like laughter and screams.

During confinement we managed to counter our fears by singing to and with each other over the phone. We find melodies in the washing machine, stories through the window and a new language of gargling and birdsong. Now we are really looking forward to seeing each other in person once again and finally going together to Zarzalejo to sing with the choir of the artist Amalia Fernández.

INTEMPERIE ***

Programme with the support of the Daniel y Nina Carasso Foundation

ADVANCE BOOKING

We have abandoned the voice on our performative walkthroughs in order to let silence speak for itself. A silence that is able to talk and tell others what only the body is able to tell. We will explore the museum without saying anything but remaining attentive to everything, inventing a way of walking while at once looking at and listening to everything. We will follow the trail of those who went before us, and we are going to intensify the moment by emptying it of words.

You can do a lot of things with fire. Clay, earth, can be fired to make all sorts of vessels and containers. Water evaporates and the material hardens, a transformation provoked by fire. We want to undertake a project to experiment with this whole process. We will use clay like in other places and like here, we will use it all.

Fire trees are pieces that burn inside and outside, they are a kiln in themselves, they fire themselves. To this end we need a lot of people, a lot of time, a big space and a lot of fire.

All activities at CA2M are free.