The Educational Commons and the Movements for Pedagogical Renewal. Synergies that add up.

Abstract

This article proposes articulating the relationships between the Educational Commons (EC) proposal and the assumptions of the Movements for Pedagogical Renewal (MRP). The EC, a pedagogical proposal based on theoretical-practical approaches to the commons (Ostrom, 1990; Laval & Dardot, 2015), aspire to disarticulate the power relations that occur in institutionalised educational acts, understanding educational practice as a common good produced, reproduced and governed communally on the principles of equality, democracy, freedom and active, creative participation. For their part, the MRPs, which have their origin in the educational change produced during the Spanish political transition and in the early years of democracy, suppose the organisation and implementation of community mobilisation actions around the principles of critical pedagogy and democratic commitment (Rogero, 2010). Our research, framed within the European Smooth project, is based on a case study of a set of workshops that put the EC philosophy into practice. Specifically, this paper identifies possible dialogues and synergies established with the MRP around three axes: governance, participation and action in the public space from artistic practices.