Formación docente en Colombia como práctica discursiva: Ley general de educación 1994, incidencia y actualidad. El saber pedagógico como instrumento de resistencia.
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The present work seeks to focus its analysis beyond the exercise of a historical review, and the superficial description of the appearance of a set of statements. It is a matter of focusing on the concern to understand how the master of the end of the century is constituted; In addition, to distance ourselves from the reality that is constitutive to us, in order to question the guidelines that give meaning to our present. It is then desired to inquire into the order that allows the emergence of a particular discursive object, in this case, it is a question of describing the conditions of appearance of a relationship that today, barely glimpses with a stunning naturalness, the relationship: Teacher-pedagogy. The problem does not lie then, in the simple enunciative novelty of a discourse, or the inclusion of some statements and concepts, and the disuse of others. Rather, it focuses, at first, on determining that occult order that allows the appearance of a series of statements, and in a second moment, it is not a question of finding meaning to the sum of historical facts that happen to each other , But rather to try to do a work of analysis that points to the description of a bundle of relations that account for the conditions of possibility of a discursive object, outside an immutable linearity.