Servicios Personalizados
Revista
Articulo
Indicadores
- Citado por SciELO
- Accesos
Links relacionados
- Similares en SciELO
Compartir
Revista Integra Educativa
versión On-line ISSN 1997-4043
Resumen
VIANA, Jorge. Teoría crítica o positivismo en la práctica Pedagógica. Rev. de Inv. Educ. [online]. 2009, vol.2, n.1, pp.109-123. ISSN 1997-4043.
ABSTRACT In the present article we depart from the definition of teaching of Durkheim and his teachers Comte and Bacon, founders and representatives of positivism, but also influential educators to reflect on the hypothesis that today's educational practices are the result of centuries of positivist efforts to entrap the conscience and the subjectivity in the legitimization of domination. That is to say that the positivist horizon today is fixed and operates in a generalized, pre-reflexive and spontaneous manner and beyond any pedagogical discourses. This occurs because of the fundamental principles of modern "conscience" that shape us all, the absolute analytic and mechanical dissection, the egotistical self-interest or calculation of profit; these separate us from what we believe according to the critic Franz Hinkelammert. Then we examine the "knowledge" of the manuals of the supposed critical thought that seeks watertight compartments for each and everything and thereby loses the critical vision. This "knowledge", with its mechanistic doctrinarism and its prefabricated catch phrases, reinforces the relations of domination and is the basis of the disclosure and expansion of positivism. To conclude we take up again central ideas of the pedagogue Henry Giroux, and of the philosophers Adorno and Horkheimer to suggest some central ideas and to advance in the demarcation of the theory and practice that need further exploration with regard to the relation between an authentic critical thought and the positivism that presents itself as being progressive.
Palabras clave : positivism; critical theory; critical pedagogy; domination.