“Vino viejo en odres nuevos”: acerca de educabilidad y resiliencia
In this article, we explore two concepts widely used today in educational milieux: “educability” (why education isn’t equally successfull with every children) and “resilience” (which explains the reasons for differences: some people, in adversity —social or familial violence— or poverty, “go ahead”...
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| Autores principales: | , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Instituto de Ciencias Antropológicas, Facultad de Filosofía y Letras, UBA
2004
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| Acceso en línea: | http://revistascientificas.filo.uba.ar/index.php/CAS/article/view/4480 |
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| Sumario: | In this article, we explore two concepts widely used today in educational milieux: “educability” (why education isn’t equally successfull with every children) and “resilience” (which explains the reasons for differences: some people, in adversity —social or familial violence— or poverty, “go ahead” while others, in the same situations, fail to do so). Prestigious agencies and authors foster these concepts, and we ask for the new problems they introduce. Those who talk about “educability” look at the child and put the blame at the family, but don´t take care on the context of schools and pedagogic practices. We point on the racialization of the culture concept, and the supposition of the intergenerational transmision of poverty. And the deceitful way in which a collective problem associated to inequality is thought as individual capabilities, make it possible to look for “resilients”: those who are able to cope with their milieu. At the same time, it hides the social origin of singular problems. |
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