Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

This article is part of the discussion section "Sport and COVID-19" of Volume 1, Number 1, of Sports Sociology (SD).

This article is part of the discussion section "Sport and COVID-19" of Volume 1, Number 1, of Sports Sociology (SD).

Affective-driven design, where form and function meet people, their emotions and perceptions, their material experiences and their contexts, can take advantage of these moments to reflect and critically question their scope and possibilities in the long and medium-term, in order to define new, broad, and diverse paths that contribute to avoid losing contact with these proposed solutions to the most urgent needs, often seemingly opposed to more speculative or experimental spaces, but which at the same time can be nourished by knowledge generated in these spaces, perhaps closer to the academy and the emotional perspective of design.

Review of the book Cantarero Abad, Luis, Field diary of a psychologist in a soccer club, Zaragoza. Pregunta Editorial, 2018, 434 pages.

In this article I present my journey through the pedagogy of affection, starting from a conjuncture that made me pay attention, in the teaching of Psychology of Art, Contemporary Visualities and Arts-based Research at the Faculty of Fine Arts, to the entanglement between desire and pedagogical relations. From this crossroad, I consider pedagogical relations (inspired by Bernard Charlot, Elizabeth Ellsworth, Alfred Porres and Max van Manen) as part of an encounter between subjects and knowledge that affects the positions of students and teachers and challenges thedualism ‘them and us’. Desire (based on Gilles Deleuze and Jacque Lacan) emergesin pedagogical relations as an agency that needs to leave behind the obsession to reproduce and, mainly, to interpret, diagnose and classify the student. At this crossroad between pedagogical relations and desires, affects appear when an experience of encounter of subjectivities (how we know and narrate ourselves) and knowledge (how we link ourselves to what we know) takes place. To illustrate this entanglement of pedagogical relations, desire and affects, I present two examples connected with my roles of teacher and researcher. The first one links with an Arts- based Research course where teachers and students learn horizontally and differentially. The second one, focusing in a cartography make by a secondary school teacher to give an account of her learning path, is part of a larger research project "How do teachers learn: educational implications and challenges for social change". Both examples contribute to explore the notion of affection as part of a substantial change in the relationships around politics, research, and pedagogy.

Review of the book of Sánchez García, Raúl, The four wounds of modern sport, Jaén, Piedra Papel Libros, 2020, 80 pages.

Sport migration is an important topic of global  migration. It can capture migration patterns and the reliance on networks, which are specific to sports. This study seeks to identify the patterns and networks of Portuguese football coaches’ migration between 2009 and 2013. This period is important because these were years of financial crisis with high rates of unemployment. We collected data about destination countries of migrant coaches. For coaches working abroad in 2013, we also collected data about their career path and networks including the assistant coaches and players with whom they had previously worked. The results showed that the destination of Portuguese football coaches involves both peripheral and central areas of football prestige. The pattern of migration suggests an overlap of economic, historical and cultural factors. On the other hand, the network relations of Portuguese football coaches were prominent in a zone of high prestige close to the native country, and in a zone with high financial incentives but lower football prestige. Taken together, these results highlight the career specificities of coaches who migrate to different countries including the role of networks on a football coaching career abroad.

This article is part of the discussion section "Sport and COVID-19" of Volume 1, Number 1, of Sports Sociology (SD).

This article is part of the discussion section "Sport and COVID-19" of Volume 1, Number 1, of Sports Sociology (SD).

This article is part of the discussion section "Sport and COVID-19" of Volume 1, Number 1, of Sports Sociology (SD).