Manifestaciones polifónicas de la pedagogía: epílogo(s) que interrumpen sentido(s)

GRINBERG SILVIA; PORTA, LUIS

Praxis Educativa

Instituto de Ciencias de la Educación para la Investigación Interdisciplinaria de la Facultad de Ciencias Humanas, UNLPam

Lugar: Santa Rosa; Año: 2018 vol. 22 p. 160 - 177

0328-9702

We propose four irruptions as an epilogue,they seek tensions and meaningsin relation to the task of education andpedagogy that, as a conceptual record,offers us lines to inhabit and thinkabout the world in which we live, butalso the one we would like to live.Multiple claims and recipes resonatefor education in the digital age. Sincethe end of the last century, educationpolicies have moved between two vertices:crisis and reforms. Reforms ofschooling that have been launched inthe most diverse countries and regionsthat make up the globalized worldpromising answers to this question.It is in this climate of time that Biestaand Säfström propose their manifestofor education where, as they point out,moving between what is and what isnot, has become the crossroads forcontemporary schooling. Probably,this image is one of the most global inthe globalized world. Of course, its effectsand local affections are multipleand diverse. This dossier is installedthere: to inhabit the educational word,to ask about it. This calls for the imperativeneed to be manifested by educationin a way that allows us to escapea duality that has done nothing butundermine the school without offeringlines with which to weave other plots.Interrupting is also the challenge for atheory of education that tries to escapeto the crossroads by staying in tension,destabilizing the future by recognizingits openness, opening the possibility todifferent future potentials.