Experiencias de lectura de una comunidad docente en educación básica. Una reconstrucción plurigenealógica y analéctica

Abstract

Abstract

This article emerges from listening to the word in the intersubjective encounter that took place in the context of the associate program “Critical Literacy and Project-Based Pedagogy from the New Mexican School,” which ran from June to November 2025 and was developed by members of the research project “Reading and Writhing in the State of Mexico: Scenarios for Reading the Word in Primary Education” (SECIHTIH IH-2025-I.689). The objective was to interpret the reading experiences of a teaching community in the State of Mexico—characterized by the diversity of its educational levels and contexts—in order to make visible and affirm its own pedagogical knowledges. The Philosophy of Liberation enabled us to weave together the categories and the necessary moments of discourse; in this way, plurigenealogy made it possible to articulate multiple forms of knowledges, while analectics, open to “knowing how to listen” to the word of alterity, positioned us within a horizon of meaning reconstructed through the conversations and narratives of the educational community. Reading practices reveal themselves as the “will to life” of a teaching community that affirms its exteriority as a reading subject, while at the same time tracing an alternative pedagogical practice of reading worlds outside the educational system.