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Introducción
Este es otro ensayo crítico y aburrido sobre nuestro sistema educativo. Sin embargo, muy pocos se
han escapado del paso por esta institución sin haber sido disciplinado. Hemos estado esperando 11
años o más para descubrir nuestra posición en el ambito educativo, pero la mayoría de nosotros no
sabemos cómo comenzó y cómo nos ha cambiado. Sin más demora, lo que tenemos en Colombia
sobre educación es ...
Palabras clave: sujetos, disciplina, teoría, moldear, educación, historia, Colombia, sistema
educativo.
Autor. Colombia.
Introduction
Education as an institution has become the result of history, we cannot ignore its different
processes, practices and conceptions throughout the pedagogical history that come to influence us
until today, in the middle of the XXI century. In this essay, we will review the historical perspective
of education, its essence, how education has changed in Colombia and how it is going. In the same
way, we will discover what are the frequent problems of education, the role of Foucault's theory in
the notion of discipline and in the formation of subjects "useful" for the system and we will try to
clarify if we seek to mold or educate the students?...
This is another critical and boring essay about our educational system. However, very few have
escaped from this institution without having been disciplined. We have been waiting 11 years or
more to discover our position in the educational field, but most of us do not know how it started and
how it has changed us. Without further delay, what we have in Colombia about education is...
Key words: subjects, discipline, theory, mold, education, history, Colombia, educational system.
Author. Colombia.
SPANISH
“Hemos limitado nuestra visión del mundo a los marcos de nuestras instituciones y somos
ahora sus prisioneros.” Ivan Illich
Todo se encontraría articulado en una red de poder, en donde se controla y vigila todas y
cada una de nuestras conductas. El sujeto estaría preso en función de estar incluido en esa
red de instituciones. La primera función de estas instituciones, es transformar el tiempo y el
cuerpo de los hombres en tiempo y fuerza de trabajo para ligarlos al aparato productivo. El
sistema educativo no ha sido la excepción, se ha creado un sistema de enseñanza guiado por
una ética de la rentabilidad, de quien gana más. Se prima lo cuantitativo y se vacía lo
cualitativo. Lo humanístico y el pensamiento crítico como medio de emancipación del
estudiante queda desautorizado, se aplaude a la conciencia servil, llamada por la Étienne de
La Boétie (1577) como “servidumbre voluntaria” impulsada por le habito a obedecer, algo
que se construye desde el núcleo familiar.
Los jóvenes al "educarse" o deformarse su potencialidad creativa, compiten unos con otros
con el fin de sobresalir en una sociedad que promueve lo equilibrado, lo parecido, lo
estándar, por lo tanto, la competencia por "saber más" no es más que adquirir mayor
memorización entre pares con el fin de apartarse socialmente y obtener un resultado mayor
que el de otros estudiantes. Entra a una clase de competencia económica, en donde se busca
el beneficio individual. La educación por tanto promueve una sociedad competitiva y es el
mayor productor de equidad intelectual de la sociedad, es decir, igualdad en contenidos
mínimos para que sean memorizados por los estudiantes. En la escuela se vive la
educación, es la institución encargada para ello y es aquí donde el docente juega un rol
fundamental, en la escuela el profesor es dueño del conocimiento y dudar de ello es
cuestionar el poder de la institución misma. Esta relación definida por el binomio de
autoridad/obediencia ha tenido una estructura rígida que se sustenta en un juego de poder
que hace posible su mantención histórica.
A la vez, la homogenización de los sujetos y la normalización de determinadas conductas
es lo que define Foucault como disciplina, la cual define y moldea el tipo de estudiante
funcional al sistema educativo, excluyendo lo distinto como no útil al interés del
pensamiento requerido por una sociedad gobernada por el prejuicio, ignorancia y cierto
misticismo que no permite una mejora de la sociedad desde su raíz: los niños, como
primer eslabón en la cadena cambio.
ENGLISH
"We have limited our worldview to the frameworks of our institutions and we are now their
prisoners." Ivan Illich
The truth is that the school as an institution focuses on the intellectual training of young
people and it is compulsory for the state to fulfill the aim of standardizing a particular
society, giving way to a double function: formative in the academic, but socio-economic
exclusive. On the other hand, it is known, but invisible to the senses of unbelievers, that the
frameworks or environments configure the possibilities of acting and thinking, structure our
perspectives as they fit in with what is sought by certain institutions. Are we subject
subjects? Seeing limitations on freedom, Foucault (1975) enunciated it in Discipline and
punish: “Can it be strange that the prison resembles factories, schools, barracks, hospitals,
all of which resemble the prisons?” (p. 230)
Everything would be articulated in a power network, where each and every one of our
behaviors is controlled and monitored. The subject would be imprisoned based on being
included in that network of institutions. The first function of these institutions is to
transform the time and body of men into time and labor power to link them to the
productive apparatus. The educational system has not been the exception, a teaching system
guided by an ethics of profitability has been created, from who earns more. The quantitative
prevails and the qualitative is emptied. The humanistic and critical thinking as a means of
emancipation of the student is unauthorized, the servile conscience is applauded, called by
the Étienne de La Boétie (1577) as "voluntary servitude" driven by the habit to obey,
something that is built from the Family nucleus.
By "educating" or deforming their creative potential, young people compete with each
other in order to excel in a society that promotes the balanced, the similar, the standard,
therefore, the competition to "know more" is nothing more than acquire more memorization
among peers in order to withdraw socially and obtain a greater result than that of other
students. Enter a class of economic competition, where individual benefit is sought.
Education therefore promotes a competitive society and is the largest producer of
intellectual equity in society, that is, equality in minimum content to be memorized by
students. At school education is lived, it is the institution in charge for it and it is here
where the teacher plays a fundamental role, at school the teacher owns knowledge and to
doubt it is to question the power of the institution itself.
Agora, classrooms, schools, colleges, education. What is the truly meaning of education? Is
education an institute? From the beginning of our history, education at ancient Greece
started from an open place called “agora” where people
Bibliographic:
Foucault, M. (1975). Discipline and punish: The birth of the prison. Vintage Books. 1995
Boétie, Ètienne (1577). The Discourse on Voluntary Servitude. Tusquets, 1980
? Does our education ministry satisfy the complete needs of knowledge in all the country?