Educating in desire or the desire to educate: reflections on pedagogy as a transformative encounter

Abstract

The core of the educational process lies in the recognition/stimulation of desire. This text analyzes the educational process from a constructivist perspective, where the desire to learn constitutes the central motivating force. Understanding teaching as a dynamic relationship emphasizes that knowledge is the object of desire, not the transmission of content. From this perspective, love is manifested in absences and in the possibility of defining mutual approaches. Educating in desire conceives pedagogy as an encounter that challenges and transforms both teacher and student, reconfiguring their identities and relationships with knowledge.