Traces and Strokes of Being a Student: A Narrative Approach to University Learning Trayectories
DOI:
https://doi.org/10.24310/mar.7.1.2026.19434Keywords:
university student, visualities, teacher conceptions, trace-trail, let beAbstract
We approach this text from the continuous construction and relationship with our students, within the onto-epistemological framework of the TRAY-AP: Learning Trajectories Of Young University Students: Concepts, Strategies, Technologies And Contexts research project (PID 2019-108696RB-I00). To do this, we establish a dialogue among images and artistic references as visibility devices that allow us to connect with our teaching reflections. These are linked to various conceptions related to being a university student that we extract from the first phase of TRAY- AP research. The article organizes the methodology through images of pictorial masses and veiled lines In the Campus of Leioa inside the University of the Basque Country, EHU, that emerge as analogies of the relationships that arise between teacher reflections, their relationship with the students and the college. These masses become evocative elements of a reality with which many teachers can identify, and are conveyed intertwining with stories of teaching experiences in which they reflect on letting students be in the university contexts. In conclusion, we claim research that deals with learning and its meanings of university students and where experiences linked to learning ecologies are claimed. It also underlines the relevance of what the image and artistic references make it possible to think and theorize, in a dialogue with educational contexts.
Downloads
References
Aberasturi-Apraiz, E., Correa-Gorospe, J.M. & Gutiérrez-Cabello, A. (2020). Entre lo biográfico y el aprender. Revista Infancia, Educación y Aprendizaje, 6(1), 75-90.
Atkinson, D. (2011). Art, equality and learning: pedagogies against the state. Sense Publishers. DOI: https://doi.org/10.1007/978-94-6091-454-6
Bailey Moreno, J. & Flores Fahara, M. (2022). ¿Cómo aprenden a enseñar los profesores universitarios? Un acercamiento a la construcción de creencias acerca de la enseñanza. Revista complutense de educación, 33(1) 81-91. https://doi.org/10.5209/rced.73717 DOI: https://doi.org/10.5209/rced.73717
Barad, K. (2003). Posthumanist performativity: Toward an understanding of how matter comes to matter. Signs: Journal of Women in Culture and Society, 28(3), 801-831. https:// doi.org/10.1086/345321 DOI: https://doi.org/10.1086/345321
Ballester, J.M. (2009-2011). Espacios ocultos. Pieza artística. https://letraurbana.com › articulos › espacios-ocultos
Bokeh. D. (2020). En la calle no pintamos nada. Pieza artística. https://culturainquieta.com/es/arte/arte-digital/item/16626-david-bokeh-pone-en-cuarentena-a-los-protagonistas-de-pinturas-iconicas.html
Braidotti, R. (2011). Nomadic subjects. Columbia University Press. https://doi.org/10.1017/CCO9780511753657.009 DOI: https://doi.org/10.1017/CCO9780511753657.009
Buren, D. (1969). Sheets of Paper. Pieza artística. https://blogs.uoregon.edu/danielburen/2015/02/16/24/
De Sousa, B. (2010). Descolonizar el saber, reinventar el poder. Trilce.
Downey, B. (2009). Broken Bike Line. Pieza artística. https://braddowney.com/k/archive/2009/brokenbikelane
Ellingson, L. & Ellis, C. (2008). Autoethnography as a Constructionist Project. En Holstein, J.A. & J.F. Gubrium (eds.), Handbook of constructionist research (pp. 445-465). The Guildford Press.
Ellsworth, E. (2005a). Posiciones en la enseñanza. Diferencia, pedagogía y el poder de la direccionalidad. AKAL.
Ellsworth, E. (1999). ¿Por qué esto no parece empoderante? En, A. Belausteguigoitia y A. Mingo (Ed.), Varios Géneros Prófugos, (pp. 55.85). Universidad Nacional Autónoma de México
Erstad, O. (2012). The learning lives of digital youth-beyond the formal and informal. Oxford Review of Education, 38(1), 25-43. https://doi.org/10.1080/03054985.2011.577940 DOI: https://doi.org/10.1080/03054985.2011.577940
Erstad, O., & Sefton-Green, J. (Eds.) (2012). Identity, Community, and Learning Lives in the Digital Age. Cambridge University Press. DOI: https://doi.org/10.1017/CBO9781139026239
Fernández Polanco, A. (2019). Crítica visual del saber solitario. Consonni.
Fernández, A.T. (2011). Borrando la frontera. Pieza artística. https://www.eleconomistaamerica.pe/cultura-eAm-mx/noticias/7092431/10/15/Artista-borra-frontera-entre-Mexico-y-EU-con-pintura-azul-cielo.html
Freire, P. (1996). Pedagogía da Autonomía: Saberes Necessários à Prática Educativa. Paz e Terra.
Garcés, M. (2021). La escuela de aprendices. Galaxia Gutenberg.
Gutiérrez, R. (2019). Prefacio. En Cuidado, comunidad y común. [ed. Vega, C., Martínez R. Paredes, M.] Traficantes de Sueños.
Han, B.C. (2015) [2009]. El aroma del tiempo. Herder. DOI: https://doi.org/10.2307/j.ctvt9k3fk
Hernández-Hernández, F. & Aberasturi-Apraiz, E. (2014). Las historias de vida como alternativa para visibilizar los relatos y experiencias silenciadas de la educación. Tendencias Pedagógicas, 24, p. 133-144. Universidad Autónoma de Madrid. http://hdl.handle.net/2445/65093 DOI: https://doi.org/10.15366/tp2014.24.009
Hernández-Hernández, F. & Sancho, J.M. (2018). Historias de vida y narrativas sobre la subalternidad: Afrontar el desafío de lo inabordable de la relación con el Otro. Educar, 54(1), pp. 15-29. https://raco.cat/index.php/Educar/article/view/331856 DOI: https://doi.org/10.5565/rev/educar.913
Hernández-Hernández, F. & Revelles-Venavente, B. (2019). La perspectiva post-cualitativa en la investigación educativa: genealogía, movimientos, posibilidades y tensiones. Educatio Siglo XXI, 37(2) 21-48. https://doi.org/10.6018/educatio.387001 DOI: https://doi.org/10.6018/educatio.387001
Hernández-Hernández, F. & Sancho, J.M. (2020). La investigación sobre historias de vida: de la identidad humanista a la subjetividad nómada. Márgenes, Revista de Educación de la Universidad de Málaga, 1(3), 34-45. https://doi.org/10.24310/mgnmar.v1i3.9609 DOI: https://doi.org/10.24310/mgnmar.v1i3.9609
Hernández-Hernández, F. & Sancho, J.M. (2022). Los sentidos de los jóvenes universitarios: entre el acomodo, la reapropiación y la resistencia en Educar con sentido transformador en la universidad. Octaedro.
Jornet, A. & Erstad, O. (2018). From learning contexts to learning lives: Studying learning (dis)continuities from the perspective of the learners. Digital Education Review, 33, 1-25. https://revistes.ub.edu/index.php/der/article/view/21810/pdf DOI: https://doi.org/10.1344/der.2018.33.1-25
Jornet, A. & Roth, W-M. (2018). Imagining desing: Transitive and intrasitive dimensions. Desing Studies, 56, 28-53. DOI: https://doi.org/10.1016/j.destud.2018.02.002
Lizarraga, M. A., Guezuraga, R. G., Peña-Zabala, M. P., & Camarero-Nuñez, A. S. (2020). Historia de vida universitaria: de nuestros afectos discentes a la identidad investigadora-docente. Revista Infancia, Educación y Aprendizaje, 6(1), 129-152.
López, M. (2008). Line off Sight. Pieza artística. https://www.maiderlopez.com/portfolio/out-off-sight-zendai-moma-shanghai-2008/
López, M. (2015). Telón. Pieza artística. https://www.maiderlopez.com/portfolio/telon/
Roldan, J. & Mena, J. (2017). Instrumentos de Investigación Basados en las Artes Visuales en Educación Artística. En Marín Viadel, R., Y Roldan, J. (Eds.) (2017). Ideas visuales. Investigación basada en artes e investigación artística, (46-67). Universidad de Granada.
Méndez Suárez, M., Marín Viadel, R., & Roldán, J. (2021). Cuerpo, Espacio Y Luz En El Teatro Físico. Una Investigación Educativa Basada En La Fotografía. ARTSEDUCA, 31, 287-298. https://doi.org/10.6035/artseduca.6165 DOI: https://doi.org/10.6035/artseduca.6165
Peña-Zabala, M., Guerra, R., Urrutia, A., & Arriolabengoa, M. (2021). Lo líquido del espacio: una mirada hacia habitar contextos educativos. Tercio Creciente (Monográfico extraordinario V), 29-47. https://dx.doi.org/10.17561/rtc.extra5.5758 DOI: https://doi.org/10.17561/rtc.extra5.5758
Rose, G. (2012). Visual Methodologies. Sage. DOI: https://doi.org/10.1515/9780748683444-006
Teira, I. (2009). Caminos del deseo. Pieza artística. http://www.ismaelteira.com/
Downloads
Published
Dimensions
Issue
Section
License
Copyright (c) 2026 Márgenes, Revista de educación de la Universidad de Málaga
This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.
The editorial team of Márgenes supports an open Access policy of scientific knowledge. apostamos claramente por una política de acceso abierto del conocimiento científico (see Berlin Declaration).
Authors with work published in this journal accept the following conditions:
- This journal provides immediate free access to its content under the principle of making research freely available to the public. All contents published in Márgenes are subject to the Creative Commons Reconocimiento-SinObraDerivada 4.0 Internacional
It is the responsibility of the authors to obtain the necessary permissions of the images that are subject to copyright.
Authors whose contributions are accepted for publication in this journal will retain the non-exclusive right to use their contributions for academic, research and educational purposes, including self-archiving or deposit in open-access repositories of any kind.
The electronic edition of this magazine is edited by the Editorial of the University of Malaga (UmaEditorial), being necessary to cite the origin in any partial or total reproduction.
- Authors can enter into other additional independent contractual agreements for the non-exclusive distribution of the version of the article published in this journal (e.g. including it in an institutional repository or publishing it in a book) on the condition that they clearly indicate that the work was originally published in this journal.
- Authors are allowed and recommended to publish their work on the Internet (for example on institutional and personal websites), before and after the publication, as this could lead to constructive exchanges and a more extensive and quick circulation of published works (see The Effect of Open Access).
How to Cite
