Bibliographic citations
Zamora, G., (2021). El pensamiento pedagógico de Alejandro Cussianovich en contexto de violencia: del protagonismo a la pedagogía de la ternura [Universidad Antonio Ruiz de Montoya]. http://hdl.handle.net/20.500.12833/2362
Zamora, G., El pensamiento pedagógico de Alejandro Cussianovich en contexto de violencia: del protagonismo a la pedagogía de la ternura []. PE: Universidad Antonio Ruiz de Montoya; 2021. http://hdl.handle.net/20.500.12833/2362
@misc{renati/1007936,
title = "El pensamiento pedagógico de Alejandro Cussianovich en contexto de violencia: del protagonismo a la pedagogía de la ternura",
author = "Zamora Santiago, Gerson",
publisher = "Universidad Antonio Ruiz de Montoya",
year = "2021"
}
The present research aims to explain the relevance of the pedagogical thought of Professor Alejandro Cussianovich in contexts of denial. There are two relevant categories, The leading promotion of childhood and The pedagogy of tenderness. These categories arise in the scene of the internal violence experienced in Peru (1980-2000), therefore, its pedagogical proposal responds to the need to recognize and affirm humanity in contexts of denial, of silencing. The first category, protagonism, promotes the organization of children so that they affirm their self-esteem and recognize themselves as political subjects. From this first result arises the concept of formative surplus value where the unappreciated content of the knowledge and cultural learning that children bring, especially working childhoods, is recognized. The second category, pedagogy of tenderness, attempts to deprivatize tenderness from the domestic sphere and recover the quality of the bond of affective relationships in public spaces, especially in the educational field. It is seeked to generate a pedagogical encounter that asks about the bond and respect quality, where the emotions play a political and social role in the construction of childhoods.
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