Pedagogies in motion: Experiences, technological mediations, and subjectivities

Abstract

The contributions featured in this issue explore recent changes in higher education, teacher education, and the cultural dynamics that impact teaching. From multiple perspectives, it becomes evident how educational institutions and educators are being challenged by new ways of producing and transmitting knowledge. The experiences gathered here —ranging from proposals linked to art and childhoods to discussions on artificial intelligence in the university setting, alongside initiatives in academic literacy, educational memory, and inclusion— are marked by persistent tensions: between tradition and innovation, the expansion of rights and inequalities, as well as between analog and digital cultures. The articles highlight situated approaches that draw upon concrete situated practices and diverse institutional experiences, outlining a pluralistic landscape that invites a critical review of contemporary educational practices.