La parresía como práctica formativa no afirmativa: diálogo en términos pedagógicos Foucault - Benner
It explores the possibility of re-meaning the Greek notion of The Parresía in not affirmative pedagogic terms. For it, it begins Michel Foucault's work, where Parresía is reconstructed like action on itself that allows the subject establishes singular relations with the knowledge, the power and...
| Autor Principal: | Carrillo Mayorga, José Yesid |
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| Formato: | info:eu-repo/semantics/article |
| Idioma: | spa |
| Publicado: |
Educación
2017
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| Materias: | |
| Acceso en línea: |
http://hdl.handle.net/10819/3653 |
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| Sumario: |
It explores the possibility of re-meaning the Greek notion of The Parresía in not affirmative pedagogic terms. For it, it begins Michel Foucault's work, where Parresía is reconstructed like action on itself that allows the subject establishes singular relations with the knowledge, the power and especially with the truth, which set processes of free and critical subjetivation. From this notion of the Parresia's concept the dialogue is established with Dietrich Benner and the exposition of not affirmative pedagogics, according to which it is necessary to stop reproducing models of subject based on the hierarchical structuring of social praxes to claim its malleability and its autonomy in the frame of pedagogic determinations. The conceptual similarities between Foucault's expositions and from Benner; such like Actions on themselves / malleability, freedom / autonomy, subjetivation/training and not affirmative Parresía/Not affirmative pedagogy; those allow to call into question the possibility of re-meaning the Greek notion in terms of pedagogic action on themselves that become into subjetivation processes not affirmative. Grupo de Investigación: Interdisciplinario de Estudios Pedagógicos (GIDEP). -- Línea de Investigación: Desarrollo Humano y Contextos Educativos. -- Área: filosofía de la educación. -- Tema: formación. |
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