Teachers in the classrooms: continuous glances, precise words, perfect smiles

Abstract

This article reads from some elements of the hermeneutical phenomenology of Max van Manen to propose a critique of critique. It is an invitation to suspend and stop for a moment our criticisms, to be able to look again at the pedagogical act from within. This effort to make a critique more affirmative (and not so destructive or negative) does not imply ignoring or turning a blind eye to the barriers that in fact unfairly restrict the movements of so many and that makes possible that the privileges of others persist. However, this article does not deal with any of this, and defends the importance of sometimes not doing so because there are other things happening in educational situations that deserve our attention.