Otras formas de estar y hacer el aula.

Sobre extensión y discapacidad en tiempos de crisis

Abstract

The following ethnographic account contains our extensionist experience at the Instituto de Educación Especial A.Re.N.A., both at the initial and secondary levels. The aim of the paper is to highlight the importance of extension work in the territory and with the community to transform academic knowledge into one built in a dialogic and horizontal way. We focus on the challenges we face as students committed to extensionist practice within the current context of socio-economic and political crisis.  We present two very different types of classrooms; the first one corresponds to the initial moment of our project, where we problematized the naturalizations with which we arrived to the field. From an ethnographic reflexivity, and taking up the contributions of sensory ethnography, in a second stage we investigate a classroom with accessible learning strategies to build other ways of being there, from diverse sonorities, textures, corporealities and emotionalities. Finally, we seek to contributes to recognize and make known the value of extensionist praxis as a political tool with which to imagine what university we want to be.