Cuerpo y deseo de escritura—diarios—

  1. Yera Moreno Sainz Ezquerra
  2. Melani Penna Tosso
Journal:
Re-visiones

ISSN: 2173-0040

Year of publication: 2018

Issue: 8

Type: Article

More publications in: Re-visiones

Abstract

We started out as full-time teachers at the university. We are now separated by an ocean and the Caribbean Sea. One is in R.D., the other in MAD. This is the first time that we are working on a full-time basis as academics, so we are excited although we are more than thirty-five years old and, at that age, one does not harbor many illusions anymore as we have been told since childhood, “the flame of love and the fire of life go out with the years” or, at least, it should. This is an attempt at displaced writing. As with any attempt, it probably contains in its initial gesture a certain propensity to fail, to settle in the pit of failure as a possibility of being. To be another writing that, although embedded within the academic sphere, denies and perverts the academic codes and imagines other types of writing permeated with bodies and desires. As an attempt, this draft intersperses, and puts in dialogue, different writing dimensions (romance, work, everyday life), and its fabric is produced by hands that desire, touch, caress, love, but which are now experienced in the distance and entangled in a writing precisely characterized by that geographical distance. Also, it engages with those many other ‘she’ whom we read and who accompany us. We could say that we wrote this text with the aim of questioning the academic system and its normative writing, we could say that we wrote it to blame and shame the academic institutions that expel us, but that feeds on us, our precariousness, our hyper-productive rhythms and our desire —concealed and dressed in uniform— that beats and produces papers. What can be found in this text is that very desire —crude and free of any format. Our last four-handed writing —the Decalogue of ideas for a feminist school— did not work out well, or maybe yes; it got a lot of attention and left an echo like a shout in a cave. We received many criticisms for it, anonymous, disembodied criticisms of our bodies which write, feel, dissent and imagine that writings, and the spaces in which these are produced, can be different, and, above all, can be shared with others.

Bibliographic References

  • ÁVILA, Débora, AYALA, Ariadna y GARCÍA, Sergio (2018), “La universidad y la vida…, o cómo mantenernos vivos en medio de la neoliberalización de la Universidad”, Revista de Dialectología y Tradiciones Populares, vol. LXXXIII, nº 1, Enero-Junio, Temas emergentes “Precariedades en la Academia” (coordinado por Marta Pérez y Ainhoa Montoya).
  • BUTLER, Judith (1993), Bodies that Matter: On the Discursive Limits of “sex”, New York-London, Routledge.
  • CAVELL, Stanley (2017), ¿Debemos querer decir lo que decimos?, Zaragoza, Prensas de la Universidad de Zaragoza.
  • DESPENTES, Virginie (2016, 2017, 2018), Vernon Subutex I, II y III, Madrid, Random House.
  • GARCÉS, Marina (2013), “La estandarización de la escritura. La asfixia del pensamiento filosófico en la academia actual”, Athenea Digital, 13 (1), Marzo.
  • GARCÉS, Marina (2016), Fuera de clase. Textos de filosofía de guerrilla, Barcelona, Galaxia Gutenberg.
  • HALBERSTAM, Jack (2018), El arte queer del fracaso, Barcelona-Madrid, Egales.
  • hooks, bell (1994), Teaching to transgress. Education as the Practice of Freedom, New York-London, Routledge.
  • QUIJANO, Aníbal (2000), “Colonialidad del poder, eurocentrismo y América Latina”, en LANDER, E., La colonialidad del saber: eurocentrismo y ciencias sociales. Perspectivas Latinoamericanas, Buenos Aires, Clacso.
  • LEÓN, Carolina (2018), “En mi humilde opinión: sobre la voz pública del feminismo y la potencia de la duda”, Píkara Magazine. http://www.pikaramagazine.com/2018/08/voz-publica-del-feminismo-y-la-potencia-de-la-duda/. [consulta: 28. 08. 2018]
  • LE GUIN, Ursula K. (2018), Contar es escuchar. Sobre la escritura, la lectura, la imaginación, Madrid, Círculo de Tiza.
  • LEIGH FOSTER, Susan (2013), “Coreografiar la historia”, en NAVERÁN, Isabel y ÉCIJA, Amparo (ed.), Lecturas sobre danza y coreografía, Madrid, Artea.
  • MORENO SAINZ-EZQUERRA, Yera y PENNA TOSSO, Melani (2018), “Preguntas que nos hubiera gustado responder en relación al “Decálogo de ideas para una Escuela Feminista”, Píkara Magazine. http://www.pikaramagazine.com/2018/04/autoentrevista-decalogo-de-ideas-para-una-escuela-feminista/. [consulta: 28.08.2018]
  • PENNA TOSSO, Melani y MORENO SAINZ-EZQUERRA, Yera (2018), “Breve decálogo de ideas para una escuela feminista”, Revista TE, enseñanza. http://www.te-feccoo.es/2018/02/15/breve-decalogo-de-ideas-para-una-escuela-feminista/. [consulta 28.08.2018]
  • PÉREZ, Marta y MONTOYA, Ainhoa (2018), “La insostenibilidad de la Universidad pública neoliberal: hacia una etnografía de la precariedad en la Academia, Revista de Dialectología y Tradiciones Populares, vol. LXXXIII, nº 1, Enero-Junio, Temas emergentes “Precariedades en la Academia” (coordinado por Marta Pérez y Ainhoa Montoya).
  • POSADA GÓMEZ, Diego (2017), “Capar la clase del método en tres pasos. O desmetodologizar las epistemologías decoloniales”, Revista Re-visiones, Núm. 7. http://www.re-visiones.net/index.php/RE-VISIONES/issue/view/10. [consulta 27.08.2018]
  • ROGOFF, Irit (2017), “Los desencantados”, Eremuak #4. http://www.eremuak.net/es/eremuak4. [consulta 22.08.2018]
  • SOLNIT, Rebecca (2015), Wanderlust. Una historia del caminar, Madrid, Capitán Swing.
  • WITTIG, Monique y ZEIG, Sande (1981), Borrador para un diccionario de las amantes, Barcelona, Lumen.
  • ZAFRA, Remedios (2017), El entusiasmo, Barcelona, Anagrama.