INVESTIGADORES
LANGER Eduardo Daniel
artículos
Título:
Struggling for knowledge in times of cognitive capitalism: youth and school in contexts of urban poverty
Autor/es:
SILVIA MARIELA GRINBERG; EDUARDO DANIEL LANGER
Revista:
Knowledge Cultures
Editorial:
ADDLETON ACADEMIC PUBLISHERS
Referencias:
Lugar: New York; Año: 2014 vol. 2 p. 152 - 171
ISSN:
2327-5731
Resumen:
CLAVE PARA ACCEDER AL ARCHIVO ADJUNTADO: AddletonAP2009
From the time of the formation of modern capitalist societies,
education, knowledge, and progress have been articulated in a variety of ways
(Peters, 2010). It is possible to identify an array of modulations in the
education, knowledge, progress trilogy since it was first articulated, and many
of them merit studies of their own. Here, we are concerned with this trilogy in
both the definition and the struggles of the marginalized population in the
cities of the global south. As Bayat (2000) pointed out, one major consequence
of the new global restructuring in the developing countries has been a double
process of, on the one hand, integration and, on the other, social exclusion
and informalization. Education has played a key role in both. In this article,
we attempt to describe the dynamics of schooling within that tension where
educational institutions become political spaces of the daily struggle for
knowledge. Thus, on the basis of research carried out in contexts of extreme
urban poverty in the Buenos Aires metropolitan area, we will provide elements
useful to understanding some of the dynamics that characterize current school
life where the very possibility of learning becomes both a question of strategic
intention and of rebellion.
CLAVE PARA ACCEDER AL ARCHIVO ADJUNTADO: AddletonAP2009