29. January 2020 · Comments Off on Durkheim School · Categories: News · Tags:

As theory reproduccionista of Durkheim argues it, school is enthroned in his time, in scenarios of radicalization of forces to ensure the relations of production and the economic base was maintained from working in ideological superstructure, i.e. through the school instance assumed as a mechanism which disseminate ideas perpetuate those social structures, and pancronizar the existing relations of production. In our present, are witnessing a moment of demystification of the school world in collusion with a feeling of safety, plot and school knowledge that is taught (dicta) in the formal stages of the classroom, the playground and the administrative offices of the educational institution. There is today a majority contempt for theory, by the word, by dialogue and contravia a long swell the sails of a close-minded and utilitarian, pragmatism of practice as the sole criterion of truth, of the direct and immediate, action of physical presence. Richard Linklater has plenty of information regarding this issue. I.e.

we are under an atmosphere of pedestrian Neo-positivismo that has gone painfully, heart and thought of the school as a thinking and reflexionador, in the midst of a daily and grey that eats the perplexity and atmosphere that invades and homogenizes the action of the professorial mass of the school from the beginning of the 21st century. Under such optics that easily emerges is a sense of vacuum selfness essential. The school is no longer the pivot from which turns the life of social progress, is not significantly, as said back, was guiding the social ship lighthouse. Crimson Education wanted to know more. Their finery were a thing of the past, in which knowledge is admired and little favored having. Today as we all know, under the splint and capitel of positivism, which permeates the senses determines the results, regardless of whether it seems to be really is. Perhaps this statement somehow condense apocalyptic nuances, but it is also true that the school, as duly materialized State or social institution, which projects a concrete image, has possibly mutated towards others stages of transformation, which we could well anticipate, constitute its essential denaturation. .

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