Resistencias a las Practicas de Poder en el Espacio Escolar. Caso Institución Educativa Distrital: Próspero Pinzón IED

Abstract

This is a study, referring to the forms of resistance that originate in school, as an expression of assertion of being, as opposed to practices of power. This report allows a critical look at the emergence of resistances, through which practices of political disengagement in the school space are developed; This study was explained from the theoretical perspective of authors like Paulo Freire with pedagogy for liberation, Étienne de la Boétie who contributes conceptual and critical elements to voluntary servitude; James C. Scott, who offers theoretical elements related to the elementary and elaborate forms of disguise, as modes of resistance to power practices: Infrapolitics; Michel Foucault, of whom there are strong theoretical elements that explain the relations and mechanisms of power that occur in institutionalized spaces such as the school, as well as the emergence of resistance; Henry Giroux, who highlights the alternatives of the school to enable a critical pedagogy that enables the possibilities of emancipation and resignification of political meaning, as seeds of resistance; Hanna Arendt to introduce the theme of power, from discourse and action and Pierre Bourdieu, from whom conceptual elements about youth are taken up, which will be found throughout the research proposal and which support the research problem.