Nociones de sujeto en la reflexión pedagógica
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Universidad Nacional de Rosario. Facultad de Humanidades y Artes. Escuela de Ciencias de la Educación
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Durante la Modernidad se construyó un modo de entender al sujeto cuyo origen
contextualizado e interesado quedó oculto bajo cierta representación de universalidad,
naturalizándolo. Esta concepción repercutió en los modos en que se concibieron e
instrumentaron la pedagogía, la didáctica y las políticas y prácticas educativas. Para
América Latina particularmente significó la asunción de discursos dominantes y matrices
de pensamiento que propiciaron una imposibilidad de pensar el sujeto latinoamericano
en sus particularidades.
En nuestra investigación denominada: “Las condiciones de posibilidad de los
procesos de construcción curricular desde los saberes del docente”, que está bajo la
dirección de la Mg. Victoria Baraldi (FHUC-UNL) recuperamos aportes de la filosofía
crítica, la psicología social y el psicoanálisis y la pedagogía crítica para comprender
esta concepción de sujeto desde las formas particulares en que se constituyen las
subjetividades en Latinoamérica, procurando pensar cómo impacta o condiciona los
modos en que se construyen las subjetividades docentes en el marco de los proyectos
políticos educativos, los que a su vez marcan las trayectorias de los niños y jóvenes
estudiantes.
During Modernity it was built a way of understanding the subject whose origin in context and interested was hidden under some representation of universality, naturalizing. This view impacted in the ways that were conceived and orchestrated pedagogy, didactics and educational policies and practices. For Latin America, particularly it meant the assumption of dominant discourses and matrices of thought which led to an inability to think the Latin American subject in its particulars. In our research called “Conditions of possibility of the processes of curriculum development from the teacher’s knowledge,” which is under the direction of the Mg. Victoria Baraldi (FHUC-UNL) we recover contributions from the critical philosophy, psychoanalysis, social psychology and critical pedagogy to understand this conception of the subject from the particular ways in which subjectivities are constituted in Latin America, trying to think how it impacts or influences the ways in which teacher subjectivities are constructed within the framework of educational policy projects, which in turn mark the trajectories of children and young students.
During Modernity it was built a way of understanding the subject whose origin in context and interested was hidden under some representation of universality, naturalizing. This view impacted in the ways that were conceived and orchestrated pedagogy, didactics and educational policies and practices. For Latin America, particularly it meant the assumption of dominant discourses and matrices of thought which led to an inability to think the Latin American subject in its particulars. In our research called “Conditions of possibility of the processes of curriculum development from the teacher’s knowledge,” which is under the direction of the Mg. Victoria Baraldi (FHUC-UNL) we recover contributions from the critical philosophy, psychoanalysis, social psychology and critical pedagogy to understand this conception of the subject from the particular ways in which subjectivities are constituted in Latin America, trying to think how it impacts or influences the ways in which teacher subjectivities are constructed within the framework of educational policy projects, which in turn mark the trajectories of children and young students.
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