It has all the hallmarks of being one of those neologisms that dazzlingly monopolize the Sunday supplements of newspapers and the infotainment sections of news programs for a few weeks, only to disappear from universal memory like a flash in the pan: does anyone remember metrosexuals or bobos? The truth is that in some cases these terms end up trivializing some social and cultural phenomena that are certainly relevant, as well as partially deactivating the political practices with which they are related; let’s hope that this is not the case and that the term-brand ‘edupunk’ does not cause the same damage.
But what is edupunk? Well, Juan Freire explains it very well and extensively in two articles recently published in soitu.es, so we won’t tire you out and we’ll pass you the links here and here. Furthermore, we would like to highlight only a paragraph that is very close to us from the second article (published yesterday) in which Juan Freire explains: “[…] the very definitions that have been proposed for ‘edupunk’ identify the new roles that must be played in these learning processes that prioritize the student’s initiative and their creative and innovative capacities. Thus, students act in this type of course as partners and peers of the professor in the construction of knowledge as a learning strategy. Students must actively participate in the learning process and must collaborate both among themselves and with the professors, working both individually and in teams. Professors radically change their traditional functions while the ways in which they participate in the learning process are diversified, taking on roles as consultants and information facilitators, learning facilitators, media designers, moderators and virtual and/or face-to-face tutors, counselors, and continuous evaluators. “
Having seen this, we ask ourselves two things: is
Aulabierta
an edupunki project? If there are edupunkis, are there also eduperroflautas?
