Towards the construction of frameworks and criteria for the evaluation of school ceremonies of conmemoratives dates
School ceremonies of conmemoratives dates are practices that were inscribed in the depths of argentine schooling, lasting more than a century without too many changes or new regulations. Ritualization, repetition and discipline, as pedagogical methodologies coming from military and religious traditi...
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| Formato: | Artículo revista |
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Facultad de Humanidades y Artes de la Universidad Nacional de Rosario
2024
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| Acceso en línea: | https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/829 |
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I15-R208-article-8292024-08-26T15:41:51Z Towards the construction of frameworks and criteria for the evaluation of school ceremonies of conmemoratives dates Hacia la construcción de criterios para la evaluación de actos escolares Revelli, Martín Andrés Evaluación Actos escolares Violencia simbólica Identidad nacional Rituales nacionales Evaluation School ceremonies Symbolic violence National identity School rituals School ceremonies of conmemoratives dates are practices that were inscribed in the depths of argentine schooling, lasting more than a century without too many changes or new regulations. Ritualization, repetition and discipline, as pedagogical methodologies coming from military and religious traditions, were the mechanisms that were imposed to forge national and independence identity. Minimizing these expressions by considering them merely festive or commemorative practices can entail some risks in terms of social reproduction and symbolic violence. In these school ceremonies, historical traditions, tensions between different stories and manifestations that address cultural conflicts are brought into play. They are syntheses of disputes of meaning. That is why these practices must necessarily be evaluated and institutionally oriented. This article provides a general guideline of criteria to begin thinking about the evaluation of these school events through ethics and power, from two dimensions: institutional and classroom. Los actos escolares son prácticas que se inscribieron en lo más hondo de la escolaridad argentina, arrastrando más de un siglo sin demasiados cambios ni nuevas regulaciones. La ritualización, repetición y disciplinamiento, como metodologías pedagógicas provenientes de tradiciones militares y religiosas, fueron los mecanismos que se impusieron con el fin de forjar la identidad nacional e independentista. Minimizar estas expresiones por considerarse prácticas meramente festivas o conmemorativas, puede conllevar algunos riesgos en clave de reproducción social y violencia simbólica. En los actos escolares se ponen en juego tradiciones históricas, tensiones entre distintos relatos y manifestaciones que lidian con el conflicto cultural. Son síntesis de disputas de sentido. Es por ello, que estas prácticas necesariamente deben ser evaluadas y orientadas institucionalmente. En este escrito se brinda un lineamiento general de criterios para comenzar a pensar en la evaluación de los actos escolares mediante la ética y el poder, desde dos dimensiones: institucional y áulica. Facultad de Humanidades y Artes de la Universidad Nacional de Rosario 2024-07-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/829 10.35305/rece.v2i19.829 Revista de la Escuela de Ciencias de la Educación; Vol. 2 Núm. 19 (2024) 2362-3349 spa https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/829/756 Derechos de autor 2024 Martín Andrés Revelli https://creativecommons.org/licenses/by-nc-sa/4.0 |
| institution |
Universidad Nacional de Rosario |
| institution_str |
I-15 |
| repository_str |
R-208 |
| container_title_str |
Revista de la Escuela de Ciencias de la Educación |
| language |
Español |
| format |
Artículo revista |
| topic |
Evaluación Actos escolares Violencia simbólica Identidad nacional Rituales nacionales Evaluation School ceremonies Symbolic violence National identity School rituals |
| spellingShingle |
Evaluación Actos escolares Violencia simbólica Identidad nacional Rituales nacionales Evaluation School ceremonies Symbolic violence National identity School rituals Revelli, Martín Andrés Towards the construction of frameworks and criteria for the evaluation of school ceremonies of conmemoratives dates |
| topic_facet |
Evaluación Actos escolares Violencia simbólica Identidad nacional Rituales nacionales Evaluation School ceremonies Symbolic violence National identity School rituals |
| author |
Revelli, Martín Andrés |
| author_facet |
Revelli, Martín Andrés |
| author_sort |
Revelli, Martín Andrés |
| title |
Towards the construction of frameworks and criteria for the evaluation of school ceremonies of conmemoratives dates |
| title_short |
Towards the construction of frameworks and criteria for the evaluation of school ceremonies of conmemoratives dates |
| title_full |
Towards the construction of frameworks and criteria for the evaluation of school ceremonies of conmemoratives dates |
| title_fullStr |
Towards the construction of frameworks and criteria for the evaluation of school ceremonies of conmemoratives dates |
| title_full_unstemmed |
Towards the construction of frameworks and criteria for the evaluation of school ceremonies of conmemoratives dates |
| title_sort |
towards the construction of frameworks and criteria for the evaluation of school ceremonies of conmemoratives dates |
| description |
School ceremonies of conmemoratives dates are practices that were inscribed in the depths of argentine schooling, lasting more than a century without too many changes or new regulations. Ritualization, repetition and discipline, as pedagogical methodologies coming from military and religious traditions, were the mechanisms that were imposed to forge national and independence identity. Minimizing these expressions by considering them merely festive or commemorative practices can entail some risks in terms of social reproduction and symbolic violence.
In these school ceremonies, historical traditions, tensions between different stories and manifestations that address cultural conflicts are brought into play. They are syntheses of disputes of meaning. That is why these practices must necessarily be evaluated and institutionally oriented.
This article provides a general guideline of criteria to begin thinking about the evaluation of these school events through ethics and power, from two dimensions: institutional and classroom. |
| publisher |
Facultad de Humanidades y Artes de la Universidad Nacional de Rosario |
| publishDate |
2024 |
| url |
https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/829 |
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2024-08-12T21:44:41Z |
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2024-09-04T02:41:13Z |
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