Body and subjectivation: elements for the analysis of school conflicts
This text explores different ways in which conflicts can be regarded in educational scenarios, considering the Chilean mobilization of 2006 as an example. For this purpose it takes advantage of the contributions made by Foucault on power and institutions: at school, the body of the student has becom...
- Autores:
- Tipo de recurso:
- http://purl.org/coar/resource_type/c_6513
- Fecha de publicación:
- 2016
- Institución:
- Universidad Pedagógica y Tecnológica de Colombia
- Repositorio:
- RiUPTC: Repositorio Institucional UPTC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.uptc.edu.co:001/13448
- Acceso en línea:
- https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/5728
https://repositorio.uptc.edu.co/handle/001/13448
- Palabra clave:
- body
school
institution
experience.
cuerpo
escuela
institución
experiencia
corps
école
institution
expérience.
alunos
escola
instituição
experiência
- Rights
- License
- http://purl.org/coar/access_right/c_abf14
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Body and subjectivation: elements for the analysis of school conflicts |
| dc.title.es-ES.fl_str_mv |
Cuerpo y subjetivación: elementos para una lectura de conflictos escolares |
| dc.title.fr-FR.fl_str_mv |
Corps et subjectivation: éléments pour une lecture des conflits scolaires |
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Corpo e subjetivação: elementos para uma análise dos conflitos escolares |
| title |
Body and subjectivation: elements for the analysis of school conflicts |
| spellingShingle |
Body and subjectivation: elements for the analysis of school conflicts body school institution experience. cuerpo escuela institución experiencia corps école institution expérience. alunos escola instituição experiência |
| title_short |
Body and subjectivation: elements for the analysis of school conflicts |
| title_full |
Body and subjectivation: elements for the analysis of school conflicts |
| title_fullStr |
Body and subjectivation: elements for the analysis of school conflicts |
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Body and subjectivation: elements for the analysis of school conflicts |
| title_sort |
Body and subjectivation: elements for the analysis of school conflicts |
| dc.subject.en-US.fl_str_mv |
body school institution experience. |
| topic |
body school institution experience. cuerpo escuela institución experiencia corps école institution expérience. alunos escola instituição experiência |
| dc.subject.es-ES.fl_str_mv |
cuerpo escuela institución experiencia |
| dc.subject.fr-FR.fl_str_mv |
corps école institution expérience. |
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alunos escola instituição experiência |
| description |
This text explores different ways in which conflicts can be regarded in educational scenarios, considering the Chilean mobilization of 2006 as an example. For this purpose it takes advantage of the contributions made by Foucault on power and institutions: at school, the body of the student has become subject of appropriations and tensions. Through regulations and evasions, an identity dispute between the school and the youth, that seeks to become subjectivities by taking on discourse in a critical manner, are manifested. Thus, the text questions what has been the role of these identity and subjectivity processes in the breeding of student demonstrations. What opportunities to develop pedagogical practices that answer to the different scenarios in the current political and academic panorama are presented by these strifes? Finally, it interprets the concept of experience and childhood from the point of view of Giorgio Agamben, in order to test some hypotheses surrounding these questions. |
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2016 |
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2024-07-05T19:04:23Z |
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2024-07-05T19:04:23Z |
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2016-10-03 |
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info:eu-repo/semantics/article |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/5728 10.19053/22160159.v7.n15.2016.5728 |
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https://repositorio.uptc.edu.co/handle/001/13448 |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/5728 https://repositorio.uptc.edu.co/handle/001/13448 |
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spa |
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spa |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/5728/4832 |
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application/pdf |
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Universidad Pedagógica y Tecnológica de Colombia |
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Praxis & Saber; Vol. 7 No. 15 (2016): Formación de Maestros; 165-182 |
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Praxis & Saber; Vol. 7 Núm. 15 (2016): Formación de Maestros; 165-182 |
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Praxis & Saber; Vol. 7 No 15 (2016): Formación de Maestros; 165-182 |
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Praxis & Saber; V. 7 N. 15 (2016): Formación de Maestros; 165-182 |
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Praxis & Saber; v. 7 n. 15 (2016): Formación de Maestros; 165-182 |
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2016-10-032024-07-05T19:04:23Z2024-07-05T19:04:23Zhttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/572810.19053/22160159.v7.n15.2016.5728https://repositorio.uptc.edu.co/handle/001/13448This text explores different ways in which conflicts can be regarded in educational scenarios, considering the Chilean mobilization of 2006 as an example. For this purpose it takes advantage of the contributions made by Foucault on power and institutions: at school, the body of the student has become subject of appropriations and tensions. Through regulations and evasions, an identity dispute between the school and the youth, that seeks to become subjectivities by taking on discourse in a critical manner, are manifested. Thus, the text questions what has been the role of these identity and subjectivity processes in the breeding of student demonstrations. What opportunities to develop pedagogical practices that answer to the different scenarios in the current political and academic panorama are presented by these strifes? Finally, it interprets the concept of experience and childhood from the point of view of Giorgio Agamben, in order to test some hypotheses surrounding these questions.El texto explora posibilidades para pensar conflictos de la realidad educativa, tomando como ejemplo las movilizaciones chilenas del 2006. Para ello recurre a los aportes de Foucault sobre poder e institucionalidad: en la escuela, el cuerpo del alumno se ha convertido en objeto de apropiaciones y tensiones. A través de regulaciones y evasiones, se manifiesta un litigio identitario entre la escuela y aquella juventud que busca convertirse en subjetividades que toman la palabra de manera crítica.De este modo, el texto pregunta ¿cuál ha sido el rol de estos procesos identitarios y subjetivación en la gestación de las movilizaciones estudiantiles? ¿Qué oportunidades presentan para la elaboración de prácticas pedagógicas que respondan a modelos distintos al panorama político-escolar presente? Finalmente, se elabora una interpretación de las nociones de experiencia e infancia de Giorgio Agamben, con el fin de experimentar algunas hipótesis en torno a estas interrogantes.Cet article explore des possibilités pour penser aux conflits de la réalité éducative prenant comme exemple les manifestations au Chili en 2006. Pour ce faire, on a recours aux contributions de Foucault sur le pouvoir et l’institutionnalisme: dans l’école, le corps de l’élève est devenu l’objet des appropriations et des tensions. Les régulations et les évasions mettent en évidence un conflit d’identité entre l’école et la jeunesse qui cherche à devenir des subjectivités qui parlent de manière critique. L’article pose ainsi la question: quel a été le rôle de ces processus d’identité et subjectivation sur les manifestations des étudiants? Quelles opportunités surgissent de ces conflits pour le dessin de pratiques pédagogiques capables de répondre aux modèles différents du panorama politique-scolaire actuel? Finalement, on tente une interprétation des notions d’expérience et enfance à partir de Giorgio Agamben, afin de lancer quelques hypothèses autour de ces questions.O texto explora as possibilidades para pensar em conflitos da realidade educacional, tomando como exemplo as manifestações chilenas de 2006. Para isso, tomam-se como base as contribuições de Foucault sobre o poder e as instituições: na escola, os alunos têm se tornado objeto de apropriações e tensões. Através de regulamentos e evasivas, aparece a disputa de identidade entre a escola e os jovens que procuram se tornar sujeitos que tomam a palavra de forma crítica. Assim, no texto se pergunta: qual o papel destes processos de identidade e subjetivação na criação de manifestações estudantis? Que oportunidades têm essas lutas de permitirem a elaboração de práticas de ensino que respondam a modelos diferentes no âmbito político-escolar do presente? Finalmente, elabora-se uma interpretação das noções de experiência e infância a partir de Giorgio Agamben, a fim de testar algumas hipóteses em relação a estas perguntas.application/pdfspaspaUniversidad Pedagógica y Tecnológica de Colombiahttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/5728/4832Praxis & Saber; Vol. 7 No. 15 (2016): Formación de Maestros; 165-182Praxis & Saber; Vol. 7 Núm. 15 (2016): Formación de Maestros; 165-182Praxis & Saber; Vol. 7 No 15 (2016): Formación de Maestros; 165-182Praxis & Saber; V. 7 N. 15 (2016): Formación de Maestros; 165-182Praxis & Saber; v. 7 n. 15 (2016): Formación de Maestros; 165-1822462-86032216-0159bodyschoolinstitutionexperience.cuerpoescuelainstituciónexperienciacorpsécoleinstitutionexpérience.alunosescolainstituiçãoexperiênciaBody and subjectivation: elements for the analysis of school conflictsCuerpo y subjetivación: elementos para una lectura de conflictos escolaresCorps et subjectivation: éléments pour une lecture des conflits scolairesCorpo e subjetivação: elementos para uma análise dos conflitos escolaresinfo:eu-repo/semantics/articlehttp://purl.org/coar/resource_type/c_6513http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a97http://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/access_right/c_abf14http://purl.org/coar/access_right/c_abf2Yuing Alfaro, TuillangGodoy Peña, Lorena001/13448oai:repositorio.uptc.edu.co:001/134482025-07-18 11:43:29.594metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCrepositorio.uptc@uptc.edu.co |