BODY, LEARNING AND POWER IN THE SCHOOL
This paper analyses, from the results of an investigation, the interacting mechanisms among body, learning and power in the school. The form this interaction assumes in the daily school practices is explained from two theoretical trends: on the one hand, from the idea of thinking strategies, that su...
Guardado en:
| Autores principales: | , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Centro Universitario Regional Zonal Atlántica -Uiversidad Nacional del Comahue
2004
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| Acceso en línea: | https://revele.uncoma.edu.ar/index.php/psico/article/view/4759 |
| Aporte de: |
| Sumario: | This paper analyses, from the results of an investigation, the interacting mechanisms among body, learning and power in the school. The form this interaction assumes in the daily school practices is explained from two theoretical trends: on the one hand, from the idea of thinking strategies, that supposes the psychic singularity of the student, that is, a body/subject that learns. This conceptualization surpasses the dualism body/mind and body/object, typical of the cognitive conceptions of learning. On the other hand, from the developments of the critical pedagogic theory about power and the school as a privileged place in the constitution and reconstitution of the embodied subjectivity, it is tried to be shown how the school not only leaves out the psychic singularity of the student but also operates and accomplishes the typical aims of the bio-power, in order to sustain and reproduce the constitution of a fragmented subject and hegemonically subjected. |
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