Didactic vanguards: cartographies for undisciplined didactics in higher education

Abstract

This paper aims to draw a theoretical cartography that allows us to understand the meanings of the categories of avant-garde didactics and undisciplined didactics. These conceptualizations are characterized by their ruptures with traditional teaching practices and their capacity to question canonical educational paradigms, proposing new agencies for contemporary didactics. It starts from a state of the art that integrates contributions from critical pedagogy, educational technology studies, digital culture and discourse analysis. Undisciplined didactics, conceived as an analytical framework to understand and transform teaching practices in higher education, is presented as a critical alternative to traditional paradigms, prioritizing the opening towards non-hegemonic knowledge and practices that challenge established power structures. The notion of avant-garde didactics highlights the disruptive potential and the capacity to reflect and stress the dominant conceptions of teaching, pedagogical design and the relationships between theory and practice. In this context, transmedia digital technologies are presented as articulators between subjectivities and emerging dynamics in educational environments. Finally, the relationships and convergences between the developed categories are analyzed, opening new epistemological horizons that redefine the relationships between knowledge, subjectivity and power in the classroom.