CONTRIBUTIONS OF THE OPERATIVE GROUP TO AN EMANCIPATORY PEDAGOGY IN UNIVERSITY TEACHING

Abstract

Addressing university teaching through the relationships established in the classroom is the focus of this article. It is based on the assumption that the classroom is conceived as a space for the manifestation of the lifeworld and, through this perspective, as a privileged space for human development. In the classroom, relationships are established that shape human subjectivity, producing effects that influence both the formation of citizenship and professional identity. Using Pichon's operative group (OG) approach, we explore the role of the experience of bonding in university education, emphasizing group dynamics as a foundational element in regulating our interpersonal relationships. From this perspective, we examine the possible ways interpersonal relationships manifest in the university classroom and reflect on the transformations in the pedagogical conceptions of five university professors who underwent training in Pichon-Rivière's operative groups.