The evaluative reason in power and act. A genealogy of resistance to a rationality of imposture.
This article seeks to rehearse a brief genealogy about the evaluative reason and those positions that in different ways seek to resist it. For this, an archival investigation was carried out taking Argentine education magazines from the end of the 19th century as a reference and exploring what conte...
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Universidad Nacional del Litoral
2021
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| Acceso en línea: | https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/EstudiosSociales/article/view/8876 |
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I26-R133-article-88762021-07-22T01:23:49Z The evaluative reason in power and act. A genealogy of resistance to a rationality of imposture. La razón evaluadora en potencia y acto. Una genealogía de resistencias a una racionalidad de impostura. Giuliano, Facundo Philosophy of Education Pedagogy Evaluative Reason Politics Ethics Evaluation Philosophy of Education Filosofía de la Educación Pedagogía Razón evaluadora Política Ética Evaluación Filosofía de la educación This article seeks to rehearse a brief genealogy about the evaluative reason and those positions that in different ways seek to resist it. For this, an archival investigation was carried out taking Argentine education magazines from the end of the 19th century as a reference and exploring what contemporaneously they can accommodate their proposals regarding a critical approach to the problem. From a philosophical perspective, different textualities are analyzed that make it possible to raise two great moments in this essay: the first, dedicated to exploring the weight of pro-evaluative (or pro-exam) arguments and discussing its continuous passage in the evaluative time; the second, dedicated to rescuing the "counterweight" of counter-evaluative positions that collectively constitute a common struggle and trace ethical-political gestures that discontinue the synonymy installed by modernity/coloniality between education and evaluation. This last moment is presented as an evocative textual framework that offers a necessarily open end. En este artículo se busca ensayar una breve genealogía a propósito de la razón evaluadora y aquellas posiciones que de diferentes maneras buscan oponerle resistencia. Para ello, se realizó una investigación de archivo tomando como referencia revistas de educación argentinas de finales del siglo XIX y explorando lo que de contemporáneo pueden alojar sus planteos a propósito de un abordaje crítico de la problemática. Desde una perspectiva filosófica, se analizan diferentes textualidades que posibilitan plantear dos grandes momentos en este ensayo: el primero, dedicado a explorar el peso de argumentaciones pro-evaluativas (o pro-examen) y discutir su paso continuo en el tiempo evaluador; el segundo, dedicado a rescatar el “contrapeso” de posiciones contra-evaluativas que, colectivamente, constituyen una lucha común y trazan gestualidades ético-políticas que discontinúan la sinonimia instalada por la modernidad/colonialidad entre educación y evaluación. Este último momento se presenta como un entramado textual evocativo que ofrece un final necesariamente abierto. Universidad Nacional del Litoral 2021-06-26 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html text/xml application/zip https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/EstudiosSociales/article/view/8876 10.14409/es.v60i1.8876 Estudios Sociales; Vol. 60 Núm. 1 (2021): Estudios Sociales; 237-258 Estudios Sociales; Vol. 60 No. 1 (2021): Estudios Sociales; 237-258 2250-6950 0327-4934 10.14409/es.v60i1 spa https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/EstudiosSociales/article/view/8876/13978 https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/EstudiosSociales/article/view/8876/14032 https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/EstudiosSociales/article/view/8876/14033 https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/EstudiosSociales/article/view/8876/14034 Derechos de autor 2021 Estudios Sociales |
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Universidad Nacional del Litoral |
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I-26 |
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R-133 |
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Biblioteca Virtual - Publicaciones (UNL) |
| language |
Español |
| format |
Artículo revista |
| topic |
Philosophy of Education Pedagogy Evaluative Reason Politics Ethics Evaluation Philosophy of Education Filosofía de la Educación Pedagogía Razón evaluadora Política Ética Evaluación Filosofía de la educación |
| spellingShingle |
Philosophy of Education Pedagogy Evaluative Reason Politics Ethics Evaluation Philosophy of Education Filosofía de la Educación Pedagogía Razón evaluadora Política Ética Evaluación Filosofía de la educación Giuliano, Facundo The evaluative reason in power and act. A genealogy of resistance to a rationality of imposture. |
| topic_facet |
Philosophy of Education Pedagogy Evaluative Reason Politics Ethics Evaluation Philosophy of Education Filosofía de la Educación Pedagogía Razón evaluadora Política Ética Evaluación Filosofía de la educación |
| author |
Giuliano, Facundo |
| author_facet |
Giuliano, Facundo |
| author_sort |
Giuliano, Facundo |
| title |
The evaluative reason in power and act. A genealogy of resistance to a rationality of imposture. |
| title_short |
The evaluative reason in power and act. A genealogy of resistance to a rationality of imposture. |
| title_full |
The evaluative reason in power and act. A genealogy of resistance to a rationality of imposture. |
| title_fullStr |
The evaluative reason in power and act. A genealogy of resistance to a rationality of imposture. |
| title_full_unstemmed |
The evaluative reason in power and act. A genealogy of resistance to a rationality of imposture. |
| title_sort |
evaluative reason in power and act. a genealogy of resistance to a rationality of imposture. |
| description |
This article seeks to rehearse a brief genealogy about the evaluative reason and those positions that in different ways seek to resist it. For this, an archival investigation was carried out taking Argentine education magazines from the end of the 19th century as a reference and exploring what contemporaneously they can accommodate their proposals regarding a critical approach to the problem. From a philosophical perspective, different textualities are analyzed that make it possible to raise two great moments in this essay: the first, dedicated to exploring the weight of pro-evaluative (or pro-exam) arguments and discussing its continuous passage in the evaluative time; the second, dedicated to rescuing the "counterweight" of counter-evaluative positions that collectively constitute a common struggle and trace ethical-political gestures that discontinue the synonymy installed by modernity/coloniality between education and evaluation. This last moment is presented as an evocative textual framework that offers a necessarily open end. |
| publisher |
Universidad Nacional del Litoral |
| publishDate |
2021 |
| url |
https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/EstudiosSociales/article/view/8876 |
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2023-07-05T23:13:24Z |
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2023-07-05T23:13:24Z |
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