Subjetividad y cuerpo docente: tensiones entre una textualidad ética y una valorización capitalista
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2023-12
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Resumen
En este artículo se analizan críticamente los modos en que se comprende la construcción de la subjetividad docente en la
actualidad, en torno a la producción de la injerencia de la forma textual-reforma que anuda una determinada normativa éticojurídica propia del discurso pedagógico. En este contexto, el cuerpo docente, en tanto función discursiva, se sostiene como
el resultado de una disyunción epistémica entre una concepción moral y una concepción del valor definida desde una lógica
capitalista sustentada en la utilidad y eficiencia y que encuentra, como uno de sus efectos de materialización posibles, la producción de una identidad profesional. Los hallazgos dejan entrever entre sus consecuencias un determinado modo de lectura de sí, o un modo de subjetivación que incitan a el/la docente a reconocerse como profesional de la educación sostenido en parámetros homogéneos con carácter de objetividad y verificabilidad. Por último, concluiremos puntualizando someramente una trama crítica como posible salida a la producción subjetiva capitalista y hegemónica que se ha instalado en el ámbito educacional
occidental contemporáneo.
The article carries out a critical analysis regarding the ways in which the construction of teaching subjectivity can be understood today around the production of the textual-reform form that tie together an ethical-legal normative determination within the pedagogical discourse. Within this context, we affirm that the ‘teacher´s body’, as a discursive function, is sustained as the result of an epistemic disjunction between a moral conception and a conception of value defined from a capitalist logic based on utility and efficiency and that finds, as one of its possible materialization effects, the production of a professional identity. The findings allow us to glimpse, among its consequences, a certain way of reading oneself, or a way of subjectivation that encourages the teacher to recognize himself as a sustained education professional based on homogeneous parameters with an objectivity and verifiability character. Finally, we will conclude by briefly pointing out a critical plot as a way out of this hegemonic ‘subjective capitalistic production’ that has been installed in the contemporary western educational context.
The article carries out a critical analysis regarding the ways in which the construction of teaching subjectivity can be understood today around the production of the textual-reform form that tie together an ethical-legal normative determination within the pedagogical discourse. Within this context, we affirm that the ‘teacher´s body’, as a discursive function, is sustained as the result of an epistemic disjunction between a moral conception and a conception of value defined from a capitalist logic based on utility and efficiency and that finds, as one of its possible materialization effects, the production of a professional identity. The findings allow us to glimpse, among its consequences, a certain way of reading oneself, or a way of subjectivation that encourages the teacher to recognize himself as a sustained education professional based on homogeneous parameters with an objectivity and verifiability character. Finally, we will conclude by briefly pointing out a critical plot as a way out of this hegemonic ‘subjective capitalistic production’ that has been installed in the contemporary western educational context.
Notas
Indexación: Revista UNAB.
Palabras clave
Subjetividad, Cuerpo docente, Discurso, Práctica pedagógica, Moral, Poder, Subjectivity, Teacher’s Body, Discourse, Pedagogical Practice, Morals, Power
Citación
Revista de Humanidades Nº 48: 287-314
DOI
https://doi.org/10.53382/issn.2452-445X.736