Speech and Pedagogy: between two powers
This article is an approach to two different points of view of the use of discourse on the relationship between power and pedagogy. In the first place some ideas of the sociologist and pedagogue Basil Bernstein are examined, who considers that the production, reproduction...
- Autores:
- Tipo de recurso:
- Fecha de publicación:
- 2017
- Institución:
- Universidad Pedagógica y Tecnológica de Colombia
- Repositorio:
- RiUPTC: Repositorio Institucional UPTC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.uptc.edu.co:001/10063
- Acceso en línea:
- https://revistas.uptc.edu.co/index.php/pensamiento_accion/article/view/8449
https://repositorio.uptc.edu.co/handle/001/10063
- Palabra clave:
- power
symbolic control
pedagogy
discourse
context
normalized
poder
control simbólico
pedagogía
discurso
recontextualización
normalizado
- Rights
- License
- http://purl.org/coar/access_right/c_abf108
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2017-09-252024-07-05T17:52:48Z2024-07-05T17:52:48Zhttps://revistas.uptc.edu.co/index.php/pensamiento_accion/article/view/8449https://repositorio.uptc.edu.co/handle/001/10063This article is an approach to two different points of view of the use of discourse on the relationship between power and pedagogy. In the first place some ideas of the sociologist and pedagogue Basil Bernstein are examined, who considers that the production, reproduction and transformation of culture originates thanks to what he calls "the internal orderings of the pedagogical device". Their concepts of "code", "pedagogical device", "distributive rules", "recontextualization rules", "evaluation rules" and "symbolic control" are mainly considered. Next, we analyze the key concepts that Michel Foucault emphasizes when establishing the relationship mentioned as: "disciplinary power", "hierarchical vigilance", "normalizing sanction" and "examination". For this philosopher, the school is one of those institutions that help to configure the subject of the "society of normalization". With this analysis, we arrive at some conclusions that allow the reflection about the use of the pedagogical discourse as guarantor of an alleged formation of autonomous and free subjects. El presente artículo es un acercamiento a dos puntos de vista diferentes del manejo del discurso en lo concerniente a la relación entre poder y pedagogía. En primer lugar, se examinan algunas ideas del sociólogo y pedagogo Basil Bernstein, quien considera que la producción, reproducción y transformación de la cultura se origina gracias a lo que él denomina “los ordenamientos internos del dispositivo pedagógico”. Se tienen en cuenta entonces sus conceptos de: “código”, “dispositivo pedagógico”, “reglas distributivas”, “reglas de recontextualización”, “reglas de evaluación” y “control simbólico”, principalmente. Enseguida se analizan los conceptos clave que Michel Foucault pone de relieve al establecer la relación mencionada como: “poder disciplinario”, “vigilancia jerárquica”, “sanción normalizadora” y “examen”. Para este filósofo, la escuela es una de esas instituciones que ayudan a configurar al sujeto propio de la “sociedad de la normalización”. Con este análisis, se llega a algunas conclusiones que permiten la reflexión acerca del manejo del discurso pedagógico como garante de una pretendida formación de sujetos autónomos y libres.application/pdfspaspaUniversidad Pedagógica y Tecnológica de Colombiahttps://revistas.uptc.edu.co/index.php/pensamiento_accion/article/view/8449/7132Pensamiento y Acción; No. 23 (2017): July-December; 87-101Pensamiento y Acción; Núm. 23 (2017): Julio-Diciembre; 87-1012619-33530120-1190powersymbolic controlpedagogydiscoursecontextnormalizedpodercontrol simbólicopedagogíadiscursorecontextualizaciónnormalizadoSpeech and Pedagogy: between two powersDiscurso y pedagogía: entre dos poderesinfo:eu-repo/semantics/articleresearchinvestigaciónhttp://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a191http://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/access_right/c_abf108http://purl.org/coar/access_right/c_abf2Leguizamón-Rincón, Jesús David001/10063oai:repositorio.uptc.edu.co:001/100632025-07-18 11:39:20.104metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCrepositorio.uptc@uptc.edu.co |
| dc.title.en-US.fl_str_mv |
Speech and Pedagogy: between two powers |
| dc.title.es-ES.fl_str_mv |
Discurso y pedagogía: entre dos poderes |
| title |
Speech and Pedagogy: between two powers |
| spellingShingle |
Speech and Pedagogy: between two powers power symbolic control pedagogy discourse context normalized poder control simbólico pedagogía discurso recontextualización normalizado |
| title_short |
Speech and Pedagogy: between two powers |
| title_full |
Speech and Pedagogy: between two powers |
| title_fullStr |
Speech and Pedagogy: between two powers |
| title_full_unstemmed |
Speech and Pedagogy: between two powers |
| title_sort |
Speech and Pedagogy: between two powers |
| dc.subject.en-US.fl_str_mv |
power symbolic control pedagogy discourse context normalized |
| topic |
power symbolic control pedagogy discourse context normalized poder control simbólico pedagogía discurso recontextualización normalizado |
| dc.subject.es-ES.fl_str_mv |
poder control simbólico pedagogía discurso recontextualización normalizado |
| description |
This article is an approach to two different points of view of the use of discourse on the relationship between power and pedagogy. In the first place some ideas of the sociologist and pedagogue Basil Bernstein are examined, who considers that the production, reproduction and transformation of culture originates thanks to what he calls "the internal orderings of the pedagogical device". Their concepts of "code", "pedagogical device", "distributive rules", "recontextualization rules", "evaluation rules" and "symbolic control" are mainly considered. Next, we analyze the key concepts that Michel Foucault emphasizes when establishing the relationship mentioned as: "disciplinary power", "hierarchical vigilance", "normalizing sanction" and "examination". For this philosopher, the school is one of those institutions that help to configure the subject of the "society of normalization". With this analysis, we arrive at some conclusions that allow the reflection about the use of the pedagogical discourse as guarantor of an alleged formation of autonomous and free subjects. |
| publishDate |
2017 |
| dc.date.accessioned.none.fl_str_mv |
2024-07-05T17:52:48Z |
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2024-07-05T17:52:48Z |
| dc.date.none.fl_str_mv |
2017-09-25 |
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info:eu-repo/semantics/article |
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research |
| dc.type.es-ES.fl_str_mv |
investigación |
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http://purl.org/coar/resource_type/c_2df8fbb1 |
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http://purl.org/coar/version/c_970fb48d4fbd8a85 |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/publishedVersion |
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http://purl.org/coar/version/c_970fb48d4fbd8a191 |
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publishedVersion |
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https://revistas.uptc.edu.co/index.php/pensamiento_accion/article/view/8449 |
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https://repositorio.uptc.edu.co/handle/001/10063 |
| url |
https://revistas.uptc.edu.co/index.php/pensamiento_accion/article/view/8449 https://repositorio.uptc.edu.co/handle/001/10063 |
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spa |
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spa |
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spa |
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https://revistas.uptc.edu.co/index.php/pensamiento_accion/article/view/8449/7132 |
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http://purl.org/coar/access_right/c_abf2 |
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http://purl.org/coar/access_right/c_abf108 |
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http://purl.org/coar/access_right/c_abf108 http://purl.org/coar/access_right/c_abf2 |
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application/pdf |
| dc.publisher.es-ES.fl_str_mv |
Universidad Pedagógica y Tecnológica de Colombia |
| dc.source.en-US.fl_str_mv |
Pensamiento y Acción; No. 23 (2017): July-December; 87-101 |
| dc.source.es-ES.fl_str_mv |
Pensamiento y Acción; Núm. 23 (2017): Julio-Diciembre; 87-101 |
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2619-3353 0120-1190 |
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Universidad Pedagógica y Tecnológica de Colombia |
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Repositorio Institucional UPTC |
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repositorio.uptc@uptc.edu.co |
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1839633887093850112 |