Zona escolar, imaginación comunicativa de la escuela en la radio. Programa: " El poder, ¿para qué?

Abstract

The program begins with the song "Señor Matanza" by Manu Chao, which evokes the figure of Pablo Escobar to illustrate the abuse of power and the violence that can be exerted over a country. It's highlighted how this power extends to all spheres of society, leading to disastrous consequences. In contrast, the song "Venceremos" by Inti-Illimani is presented, which speaks of "popular power" and the triumph of Salvador Allende in Chile. This example aims to frame power as a capacity for construction and unity, and not just as a destructive force. The critique of traditional power extends to the view of the school, where the teacher's power is often perceived as a tool for control, instead of a means to connect and strengthen the educational community. The central segment of the program explores the relationship between power and school through interviews and reflections from students and teachers in training. It discusses the Secretary of Education's campaign, "Education gives you power," which frames power as a resource for social and personal progress. However, the program questions whether this notion translates into practice. Teacher and Student Perspectives on Power The program delves into how power is exercised within the classroom. Teacher's Perspective: It is debated whether power in school is used to instill fear or to build trust. Pedagogy students point out that a teacher's power should be for uniting students and fostering community. A teacher on the program, Darwin, questions whether the campaign is more of a "marketing agency" than a reality, asking: "Power, for what?" It's suggested that teachers should avoid an "intellectual" and technocratic discourse to communicate more effectively, without resorting to vulgarity. Student's Perspective: The program gives a voice to young people, who demand to be seen not as the "future," but as the "present." They want a present in which their abilities are recognized, their differences are respected, and their culture is protected. They ask for teachers who listen to them and are not afraid to experiment and reflect with them, allowing them to be protagonists in their own education. Power in Society and Culture The program closes with the participation of young people from a school who address power from their own perspective. They discuss power in the military, judicial, political, and media spheres, pointing out the corruption and abuse that surround it. Despite this, they propose that well-exercised power should be used to "serve" and achieve the "common good." A power that is a true guide, that doesn't fear risks and that seeks human evolution. The program uses rap and cumbia ("Cumbia Poder" by Celso Piña) to reflect popular struggle and resistance, solidifying the idea that culture and art are also forms of power. In essence, the program concludes that power is not inherently good or bad; its value lies in its use. Education, in this sense, is seen as a tool to empower individuals, not only with knowledge, but with the capacity to transform their lives, communities, and country into a space of peace and justice, in contrast to a power that manipulates, corrupts, and dominates.