Archaeology of the "Social Commitment" Concept within the Pedagogical and Teachers' Training Discourse

Archaeology of the "Social Commitment" Concept within the Pedagogical and Teachers' Training Discourse

The text invites the reader to undertake a genealogical research on the ways the pedagogical discourse has neglected some teaching driving principles, such as the educators' political commitment. It shows the role played by certain reformatory policies in the process of institutional perver...

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Päätekijä: Martínez Bonafé, Jaume
Aineistotyyppi: Online
Kieli:spa
Julkaistu: REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2001
Linkit:https://redie.uabc.mx/index.php/redie/article/view/38
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spelling redie-article-382017-04-19T01:08:57Z Archaeology of the "Social Commitment" Concept within the Pedagogical and Teachers' Training Discourse Arqueología del concepto "compromiso social" en el discurso pedagógico y de formación docente Martínez Bonafé, Jaume Teachers' commitment school reform pedagogical discourse. Compromiso docente reforma educativa discurso pedagógico. The text invites the reader to undertake a genealogical research on the ways the pedagogical discourse has neglected some teaching driving principles, such as the educators' political commitment. It shows the role played by certain reformatory policies in the process of institutional perversion. The analysis of what is said and what is kept from saying, of which forms of pedagogy are silenced and which ones are promoted along the reformation process, is a good way to understand the close relationship between knowledge and power within the structure of the dominant discourse about schools and teachers. El texto invita a una investigación genealógica sobre los modos en que el discurso pedagógico ha ido arrinconando en la cuneta de la historia social principios motrices del trabajo docente, como el compromiso político de los educadores. Se muestra, en ese proceso de perversión institucional, el papel que juegan determinadas políticas reformistas. Analizar qué se habla y qué se calla, qué pedagogías se silencian y cuáles se promueven a lo largo de ese proceso reformista es una buena manera de comprender las estrechas relaciones saber-poder en la conformación del discurso dominante sobre la escuela y los profesores. REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2001-05-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf https://redie.uabc.mx/index.php/redie/article/view/38 Revista Electrónica de Investigación Educativa; Vol. 3 No. 1 (2001) Revista Electrónica de Investigación Educativa; Vol. 3 Núm. 1 (2001) 1607-4041 spa https://redie.uabc.mx/index.php/redie/article/view/38/1371 https://redie.uabc.mx/index.php/redie/article/view/38/73 Derechos de autor 2019 Revista Electrónica de Investigación Educativa
institution REDIE
collection OJS
language spa
format Online
author Martínez Bonafé, Jaume
spellingShingle Martínez Bonafé, Jaume
Archaeology of the "Social Commitment" Concept within the Pedagogical and Teachers' Training Discourse
author_facet Martínez Bonafé, Jaume
author_sort Martínez Bonafé, Jaume
title Archaeology of the "Social Commitment" Concept within the Pedagogical and Teachers' Training Discourse
title_short Archaeology of the "Social Commitment" Concept within the Pedagogical and Teachers' Training Discourse
title_full Archaeology of the "Social Commitment" Concept within the Pedagogical and Teachers' Training Discourse
title_fullStr Archaeology of the "Social Commitment" Concept within the Pedagogical and Teachers' Training Discourse
title_full_unstemmed Archaeology of the "Social Commitment" Concept within the Pedagogical and Teachers' Training Discourse
title_sort archaeology of the "social commitment" concept within the pedagogical and teachers' training discourse
description The text invites the reader to undertake a genealogical research on the ways the pedagogical discourse has neglected some teaching driving principles, such as the educators' political commitment. It shows the role played by certain reformatory policies in the process of institutional perversion. The analysis of what is said and what is kept from saying, of which forms of pedagogy are silenced and which ones are promoted along the reformation process, is a good way to understand the close relationship between knowledge and power within the structure of the dominant discourse about schools and teachers.
publisher REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
publishDate 2001
url https://redie.uabc.mx/index.php/redie/article/view/38
_version_ 1715723497308684288

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