Tunes and tensions in collaboration from the pedagogical relationship in the University-Society context ; Sintonías y tensiones en la colaboración desde la relación pedagógica en el contexto Universidad-Sociedad

This article presents a teaching innovation experience developed in the 2018/19 academic year in the Primary Education Degree, in collaboration with the Tabakalera Center for Contemporary Culture. From a commitment to seek new collaborative learning spaces, we have analyzed the pedagogical relationships that arise through these meetings in relation to different groups that break into the scenario of a University classroom. Processes that inevitably subvert teaching roles and position us in learning scenarios where inquiry and dialogue have a place, building collective knowledge in the context of the subject. It is a collaborative experience from the pedagogical relationship where the authors ask themselves who and how do you learn from a collaborative proposal? A reflective journey is made around the project, analyzing the tensions and attunements of the different proposals made around the subject Education in the arts and visual culture of the Primary Degree. Concluding with the idea that Artistic Education is a subject that, due to its characteristics, allows the development of projects where the relationship and collaboration are a fundamental part of the methodological development and that, from this process, we can learn in relationship and dialogue, allowing a learning that affects and mobilizes us from a position towards art and from art. ; En este artículo se presenta una experiencia de innovación docente desarrollada en el curso 2018/19 en el Grado de Educación Primaria, en colaboración con el Centro de Cultura Contemporánea Tabakalera. Desde un compromiso por buscar nuevos espacios de aprendizaje desde lo colaborativo hemos analizado las relaciones pedagógicas que surgen a través de esos encuentros en relación con distintos colectivos que irrumpen en el escenario de un aula Universitaria. Procesos que inevitablemente subvierten los roles docentes y nos posicionan en escenarios de aprendizaje donde la indagación y el diálogo tienen cabida, construyendo un conocimiento colectivo en el contexto de la ...