La pregunta: una experiencia pedagógica de liberación
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Universidad de Medellín
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Descripción
Desde un análisis crítico y reflexivo de la educación, se hace necesario preguntar por el sentido del lenguaje en los procesos formativos que hacen parte del acordonamiento ideológico de esta sociedad dirigida por la razón instrumental hacia los principios del consumo y la competencia. Poner en este contexto el lugar de la pregunta por el lenguaje es, necesariamente, preguntar por el lugar y el propósito de la pregunta en la educación. ¿Tiene lugar la pregunta en la hegemonía de un modelo capitalista que se extiende a la concepción mercantilista de la educación? ¿Qué intencionalidades le subyacen a la pregunta como acción política en la que se le da apertura al diálogo con criterios ético, político y propositivo? En este texto, me propongo desarrollar estas inquietudes desde el horizonte de indagación de la pregunta como una experiencia pedagógica de liberación, en la cual se trazan retos epistémicos y estéticos de relevancia en los propósitos de una educación con responsabilidad social, y en el compromiso de un maestro con claridad práctica y discursiva frente a su papel como sujeto político
From an education critical and reflexive analysis, it is necessary to ask for the sense of the language in education processes, which belong to the ideological link of this society directed by instrumental reasoning toward competition and consumption principles. To place in this context the place of the question for language it is necessary to ask for the place and purpose of the question, in education. Does the question has a place in the hegemony of a capitalist model which extends itself to a mercantilist conception of education? What is the intention underlining the question as a political action in a dialogue with an ethical, political, and propositional criterion? It is my intention to develop these enquiries in this text, from the horizon of asking for the question as a liberation pedagogical experience, in which epistemic and esthetical challenges, relevant to the purposes of an education with social responsibility are marked, and in the commitment of a teacher with practical and discursive clarity before his/her role as a political subject.
From an education critical and reflexive analysis, it is necessary to ask for the sense of the language in education processes, which belong to the ideological link of this society directed by instrumental reasoning toward competition and consumption principles. To place in this context the place of the question for language it is necessary to ask for the place and purpose of the question, in education. Does the question has a place in the hegemony of a capitalist model which extends itself to a mercantilist conception of education? What is the intention underlining the question as a political action in a dialogue with an ethical, political, and propositional criterion? It is my intention to develop these enquiries in this text, from the horizon of asking for the question as a liberation pedagogical experience, in which epistemic and esthetical challenges, relevant to the purposes of an education with social responsibility are marked, and in the commitment of a teacher with practical and discursive clarity before his/her role as a political subject.
Palabras clave
Question, pedagogy, liberation, body, corporeity, dialogue, teacher, ethics, aesthetics, policy, Pregunta, pedagogía, liberación, cuerpo, corporeidad, diálogo, maestro, ética, estética, política