Publication: Teorías y pedagogías críticas. Borrador de tesis o postulados de base
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Date
2013
Authors
Martínez Bonafé, Jaume
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Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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DOI
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info:eu-repo/semantics/article
Description
Abstract
No se trata aquí de cerrar ningún principio universal sobre un
modo de racionalidad y unas prácticas políticas y pedagógicas
que nunca admitieron una verdad única y excluyente.
Se toma ahora el formato de postulado o tesis como inauguración,
en el contexto de esta publicación, de un debate que
ha de mostrar razonamientos sobre los alcances y los límites
de lo que pretendieron y pretenden ser las teorías y las pedagogías
críticas. Y es ese diálogo, en cualquier caso, el que
pondrá las palabras en su justo lugar, ampliará las miradas
ausentes de este texto e iluminará nuevas perspectivas. Lo
que se apunta aquí es un bosquejo de los problemas y temas
de la pedagogía crítica, entendida como lucha política en el
campo social de la educación.
It is not the intention of this paper to establish any universal principle on a mode of rationality and political and pedagogical practices that never admitted just one, exclusive truth. In the context of this publication a postulate or thesis is taken as a first step of a debate that has to show reasonings on the scope and limits of what critical pedagogies and theories intended and intend to be. It is this dialogue, in any case, which will put words in the right place, expand the missing views in this text and illuminate new perspectives. What is offered here is a sketch of the problems and topics of critical pedagogy understood as a political fight in the social field of education.
It is not the intention of this paper to establish any universal principle on a mode of rationality and political and pedagogical practices that never admitted just one, exclusive truth. In the context of this publication a postulate or thesis is taken as a first step of a debate that has to show reasonings on the scope and limits of what critical pedagogies and theories intended and intend to be. It is this dialogue, in any case, which will put words in the right place, expand the missing views in this text and illuminate new perspectives. What is offered here is a sketch of the problems and topics of critical pedagogy understood as a political fight in the social field of education.
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Citation
Revista interuniversitaria de formación del profesorado, V. 27, N. 77 (2), 2013
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