Selen Catalina Arango Rodríguez

Selen Catalina Arango Rodríguez
Image Credit: Selen Catalina Arango Rodríguez

International Research Training Group "Between Spaces"

Movements, Actors and Representations of Globalisation

PhD Candidate

Field of Activity

project: "Voices, Silences and Crisis in Pedagogy: de/formaciones in Chicana, Mexican and Colombian narrative"


Voices, Silences and Crisis in Pedagogy: de/formaciones in Chicana, Mexican and Colombian narrative


Tutors: Prof. Dr. phil. Susanne Klengel (FU-Berlin) | Marisa Belausteguigoitia Rius (UNAM)


The overall objective of my dissertation is to analyze the formativas[1] and de/formativas practices in three novels : The Mixquiahuala Letters (1986) by Ana Castillo (Mexico -US border), La forma del silencio (1987) by María Luisa Puga ( Mexico), and Reptil en el tiempo (Ensayo de una novela del alma) (1986) María Helena Estrada Uribe (Medellin, Colombia), to build them, three narratives from a pedagogical and feminist perspective. These narratives: voice, silence and crisis have ties that extends from / female formación to locate our pedagogy as a border know that dialogue with feminist cultural criticism. Links discourses that speak of formación, gender and sexuality that are border and circulated in literary texts published by women in our America in the 80s.


De/formación is written with a bar that suggests a critical approach to the word 'distorted' , which is commonly associated with the idea that 'something' has lost its ' good shape'. Also with a slash, visual trace that I've found to explain my thesis attempts a transverse movement between tounges (The Mixquiahuala Letters is written almost entirely in English with some expressions in Spanish), geners (literature), genders, and from what the pedagogical discourse by excluding him, put the other side of the formación project: the pedagogical practices that were not considered.


Narratives of silence, of the word and the crisis include both learning practices of the narrators of the novels to respond to social expectations, and their practices of unlearning. These practices help to locate de/formación femenina as the other constituent space of pedagogic discourse in our America. That other than through the practice of creative writing became a space to tell their processes of formación and de/formación.


The novel in this dissertation is a pedagogical space where multifaceted storytellers do not describe the actions of a protagonists, but we get to read texts where they disidentify with the position of those that have the word. On several occasions, silent - leave blank spaces on the pages or are in identity crisis. They are storytellers that put us to the story of the process of storytelling: writing texts where the writer does not take and gives voice to other voices, but rather disidentify with their processes of formación and training.

[1]The Anglo-Saxon tradition of pedagogy not use the word ‘Bildung’-Formación that translates from German to English like ‘training’. For this reason, I write the word in Spanish and italics to mark that Education and Formación are processes that include one within the other, but are different.