자율적 주체성 형성의 장으로서 교실공간의 가능성: 가타리 이론과 프레네 실천의 만남
The possibility of classroom as a space to form autonomous subjectivity: centered on Guattari and Freinet
- 발행
- 2013
- 소속·발행
- 대구대학교
- 출처
- 국내 KCI
- DOI
- 10.22918/pesk..49.201304.293
- 원문등록
- 2013-04-29
- 원문
- 원문 보기 ↗
개념
키워드
Guattari, subjectivity, subjectivation, subject-group, Freinet, Freinet classroom, group pedagogy, Guattari, subjectivity, subjectivation, subject-group, Freinet, Freinet classroom, group pedagogy
초록
The purpose of this study was to investigate the theory of subjectification(subjectivity formation) in Guattari's thought and to present how his autonomous subjectification can be realized in classroom based on Freinet pedagogy. The conclusion is summarized as follows: For social transformation, Guattari called for new subjectification which is based on subject-group, desire, minority, singularity, and aesthetic paradigm. “Freinet was one of Guattari's strongest pedagogical influences, and his work gives a clearer indication of how class(room)-based action can be put into practice(Evans, Cook & Griffiths, 2008: 338).” In group-based Freinet's classroom, Guattari's new subjectification could be established by group-work such as ‘free text’ which is edited collaboratively, ‘school journal’ which initiates the children with the processes of edition of the journal, ‘interscholastic exchange’ which widens the horizon of the children and make them understand what are solidarity and fraternity, ‘learning walk’ which explores around children’s local town or village, and ‘free expression’.