Ethical interpellations and the politics of care. Between educational questions and perplexities

Abstract

Abstract
This essay expresses times and spaces for reflection, a parenthesis for thinking and thinking ourselves in our emerging educational contexts. Based on the experiences we have had throughout the pandemic (2020 and 2021), today we are faced with a series of enigmas that question educational acts, from their paradigms, praxis and tasks, sometimes naturalised from traditional modern education. Some questions and concerns about current socio-educational environments provoke states of perplexity and uncertainty, as we are unable to glimpse a precise future. These questions are transformed into interpellations on complex educational events, in those situated contexts, crossed by contingent factors, socio-educational praxis and psycho-educational conditions that condition the subjects, their teaching and learning professions, pedagogical practices and links in each institutional scenario. This work seeks to place questions and alternative proposals on educational agendas, to open up fields of complex thought, questions, innovations and educational creations. We propose other perspectives to consolidate and enrich a quality education, from the ethical approaches of care, based on the perspectives of rights, politics of subjectivities and pedagogy of otherness. Reflecting on the educations of the future allows us to redefine/recreate the devices of intervention, projects, programmes and public policies.
Keywords: psychoeducation, ethical interpellations, care policies, socio-educational praxis, subjective reconfigurations.