School learning and knowledge: a conflict between the pedagogy of the answer and the pedagogy of the question
Due to the fashions of the pedagogical tendencies that have invaded the school, it is worthy to analyze their origin and basis, and their truly intention, which usually comes hidden and it is intelligently imposed from the predominant economical models. For instance, it is denounced the falsity of t...
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| Format: | Online |
| Language: | spa |
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Universidad Pedagógica y Tecnológica de Colombia
2010
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| Online Access: | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/1085 |
| _version_ | 1802223948439486464 |
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| author | Sánchez Gamboa, Silvio |
| author_facet | Sánchez Gamboa, Silvio |
| author_sort | Sánchez Gamboa, Silvio |
| collection | OJS |
| description | Due to the fashions of the pedagogical tendencies that have invaded the school, it is worthy to analyze their origin and basis, and their truly intention, which usually comes hidden and it is intelligently imposed from the predominant economical models. For instance, it is denounced the falsity of the knowledge society, which is based upon the competence pedagogy,of to learn how to learn, of constructivism and the line of the reflexive teacher, that underestimates the scientific knowledge transmission and the accumulated experiences, that privileges the learning the individual realizes by himself (The New School). Those perspectives created an illusion about the easy way to the knowledge access, by means of the information systems, for them competence is more important than to acquire knowledge and to master theories. In the knowledge society all answers are offered to be consumed, according the client’s taste, only the answers are presented, but the questions that generate that knowledge are abandoned by the pragmatism of the immediate usage and by the opportunism of the information. In that sense, the so called the knowledge society is an ideology produced by capitalism, is a phenomenon of the capitalism ideological reproduction. In regard to the answer education, it tends to be a way to generalize, to repeat, to inhibit and “to domesticate”. The question education is presented as a new and creative proposal, capable to stimulate the human capacity to be astonished, to answer to one’s astonishment and to solve one’s own essential and existential problems. Synthesizing, the proposal of a revolutionary pedagogy, superior to the new and traditional pedagogy, should be a critical one. To make problem of something can be understood as to enquire the problem, to search for the problems that may be in the elaborated version about the phenomena in daily life, in the social practice. To make problems out of something means to be doubtful, to enquire, to question, to ask about the problem. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-1085 |
| institution | Revista Praxis & Saber |
| language | spa |
| publishDate | 2010 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-10852019-02-26T15:03:43Z School learning and knowledge: a conflict between the pedagogy of the answer and the pedagogy of the question Saberes escolares y conocimiento: conflicto de las pedagogías de la respuesta y las pedagogías de la pregunta Savoirs scolaires et connaissances: conflit des pedagogies de la reponse et les pedagogies de la questions Conflito das pedagogias da resposta e as pedagogias da pergunta Sánchez Gamboa, Silvio Question pedagogy answer pedagogy knowledge society investigation critical education. Pedagogía de la pregunta pedagogía de la respuesta sociedad del conocimiento investigación educación crítica Pédagogie de la question pédagogie de la réponse société de la connaissance recherche education critique. Pedagogia da pergunta Pedagogia da resposta Sociedade do Conhecimento pesquisa Educação crítica. Due to the fashions of the pedagogical tendencies that have invaded the school, it is worthy to analyze their origin and basis, and their truly intention, which usually comes hidden and it is intelligently imposed from the predominant economical models. For instance, it is denounced the falsity of the knowledge society, which is based upon the competence pedagogy,of to learn how to learn, of constructivism and the line of the reflexive teacher, that underestimates the scientific knowledge transmission and the accumulated experiences, that privileges the learning the individual realizes by himself (The New School). Those perspectives created an illusion about the easy way to the knowledge access, by means of the information systems, for them competence is more important than to acquire knowledge and to master theories. In the knowledge society all answers are offered to be consumed, according the client’s taste, only the answers are presented, but the questions that generate that knowledge are abandoned by the pragmatism of the immediate usage and by the opportunism of the information. In that sense, the so called the knowledge society is an ideology produced by capitalism, is a phenomenon of the capitalism ideological reproduction. In regard to the answer education, it tends to be a way to generalize, to repeat, to inhibit and “to domesticate”. The question education is presented as a new and creative proposal, capable to stimulate the human capacity to be astonished, to answer to one’s astonishment and to solve one’s own essential and existential problems. Synthesizing, the proposal of a revolutionary pedagogy, superior to the new and traditional pedagogy, should be a critical one. To make problem of something can be understood as to enquire the problem, to search for the problems that may be in the elaborated version about the phenomena in daily life, in the social practice. To make problems out of something means to be doubtful, to enquire, to question, to ask about the problem. Ante las modas de tendencias pedagógicas que han invadido la escuela, vale la pena analizar el origen y el fundamento que estas tienen, así como su verdadera intención, que generalmente viene oculta y que es impuesta inteligentemente desde los modelos económicos predominantes. Se denuncia, por ejemplo, la falsa sociedad del conocimiento, que, con base en las pedagogías de la competencia, de aprender a aprender, de constructivismo y la línea del profesor reflexivo, subestima la transmisión de los saberes científicos y las experiencias acumuladas, y privilegia los aprendizajes que el individuo realiza por sí mismo (Escuela Nueva), esas perspectivas crearon la ilusión de la facilidad de acceso al conocimiento, mediante la utilización de los sistemas de información, tal competencia es más importante que adquirir conocimientos y dominar teorías. En la sociedad del conocimiento todas las respuestas se ofrecen para ser consumidas de acuerdo con los gustos de los clientes, se presentan solo las respuestas, pero las preguntas que generan esos conocimientos son abandonadas, olvidadas por el pragmatismo del uso inmediato y oportunista de las informaciones. En ese sentido, la así llamada sociedad del conocimiento es una ideología producida por el capitalismo, es un fenómeno en el campo de la reproducción ideológica del capitalismo. En cuanto a la educación de respuestas, tiende a ser generalizadora, repetidora, inhibidora y “domesticadora”. La educación de preguntas se presenta como una propuesta nueva, creativa y apta para estimular la capacidad humana de asombrarse, de responder a sus asombros y resolver sus verdaderos problemas esenciales y existenciales. En síntesis, la propuesta de una pedagogía revolucionaria, superior a la pedagogía nueva y tradicional, debe ser crítica. Problematizar puede ser entendido como indagar el problema, buscar los conflictos que pueden estar en las versiones elaboradas sobre los fenómenos, en la vida cotidiana, en la práctica social. De cualquier manera, problematizar significa dudar, indagar, cuestionar, preguntar sobre el problema. Face aux modes de tendances pédagogiques qui ont envahi l’école, il vaut mieux analyser l’origine et le fondement de celles-là, de même que leur vraie intention, qui vient généralement cachée et qui est imposée intelligemment dès les modèles économiques prédominants. On dénonce, par exemple, la fausse société de la connaissance qui, basée sur les pédagogies de la compétence, d’apprendre à apprendre, de constructivisme et la ligne du professeur réflexif, sous-estime la transmission des savoirs scientifiques et les expériences accumulées, et privilégie les apprentissages que l’individu fait par soi même (Ecole Nouvelle) , ces perspectives-là ont créé l’illusion de la facilité d’accès à la connaissance, à travers l’utilisation des systèmes d’information , telle compétence est plus importante que le fait d’acquérir des connaissances et dominer des théories. Dans la société de la connaissance toutes les réponses sont offertes pour être consommées selon les gouts des clients , on présente seulement les réponses, mais les questions qui génèrent ces connaissances-là, sont abandonnées, oubliées par le pragmatisme de l’utilisation immédiate et opportuniste des informations. Dans ce sens, celle qu’on appelle la société de la connaissance, c’est une idéologie produite par le capitalisme, c’est un phénomène dans le domaine de la reproduction idéologique du capitalisme. Quant à l’éducation des réponses, elle tend à être généralisatrice, répétitive, inhibitrice et « domestiquatrice ». L’éducation des questions se présente comme une proposition nouvelle, créative et apte pour stimuler la capacité humaine de s’émerveiller, de répondre aux émerveillements et résoudre ses vrais problèmes essentiels et existentiels. Bref, la proposition d’une pédagogie révolutionnaire doit être critique, supérieure à la pédagogie nouvelle et traditionnelle. Problématiser peut être compris comme indaguer le problème, chercher les conflits qui peuvent exister dans les versions élaborées sur les phénomènes, dans la vie quotidienne, dans la pratique sociale. De toutes façons, problématiser signifie douter, indaguer, questionner sur le problème. Diante das modas de tendências pedagógicas que têm invadido a escola, faz sentido analisar a origem e as bases que elas têm, assim como a sua verdadeira intenção, que geralmente vêem ocultas e impostas inteligentemente desde os modelos econômicos dominantes. Denunciase, por exemplo, a falsa sociedade do conhecimento, que baseada nas pedagogias da competência, do aprender a aprender, do construtivismo e a linha do professor reflexivo, subestimam a transmissão dos saberes científicos e as experiências acumuladas, e privilegia os aprendizados individuais (Escola Nova), essas perspectivas criaram a ilusão da facilidade do acesso ao conhecimento,diante a utilização dos sistemas de informação, tal competência é mais importante do que adquirir conhecimento e dominar teorias. Na sociedade do conhecimento todas as respostas se oferecem para ser consumidas de acordo com os gostos dos clientes, apresentam-se só as respostas, mas as perguntas que geram esses conhecimentos são abandonadas, esquecidas pelo pragmatismo do uso imediato e oportunista das informações. Neste sentido, a assim chamada sociedade do conhecimento é uma ideologia vinda do capitalismo, é um fenômeno no campo da reprodução ideológica do capitalismo. Quanto a educação de respostas, ela tende a ser abrangente, repetidora, inibidora e “alienadora”. A educação das perguntas apresenta-se como uma proposta nova, criativa e apta para estimular a capacidade humana de assombração, de resposta a seus assombros e resolver seus verdadeiros problemas essenciais e existenciais. Em síntese, a proposta de uma pedagogia revolucionaria superior à pedagogia nova e tradicional, deve ser critica. Problematizar pode ser entendido como indagar o problema, buscar os conflitos que podem estar nas versões elaboradas sobre os fenômenos, no cotidiano, na prática social. De qualquer orma, problematizar significa duvidar, indagar, questionar, perguntar sobre o problema. Universidad Pedagógica y Tecnológica de Colombia 2010-01-03 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/force-download https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/1085 Praxis & Saber; Vol. 1 No. 1 (2010): Investigación y Pedagogía; 77-101 Praxis & Saber; Vol. 1 Núm. 1 (2010): Investigación y Pedagogía; 77-101 Praxis & Saber; Vol. 1 No 1 (2010): Investigación y Pedagogía; 77-101 Praxis & Saber; V. 1 N. 1 (2010): Investigación y Pedagogía; 77-101 Praxis & Saber; v. 1 n. 1 (2010): Investigación y Pedagogía; 77-101 2462-8603 2216-0159 spa https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/1085/1084 |
| spellingShingle | Question pedagogy answer pedagogy knowledge society investigation critical education. Pedagogía de la pregunta pedagogía de la respuesta sociedad del conocimiento investigación educación crítica Pédagogie de la question pédagogie de la réponse société de la connaissance recherche education critique. Pedagogia da pergunta Pedagogia da resposta Sociedade do Conhecimento pesquisa Educação crítica. Sánchez Gamboa, Silvio School learning and knowledge: a conflict between the pedagogy of the answer and the pedagogy of the question |
| title | School learning and knowledge: a conflict between the pedagogy of the answer and the pedagogy of the question |
| title_alt | Saberes escolares y conocimiento: conflicto de las pedagogías de la respuesta y las pedagogías de la pregunta Savoirs scolaires et connaissances: conflit des pedagogies de la reponse et les pedagogies de la questions Conflito das pedagogias da resposta e as pedagogias da pergunta |
| title_full | School learning and knowledge: a conflict between the pedagogy of the answer and the pedagogy of the question |
| title_fullStr | School learning and knowledge: a conflict between the pedagogy of the answer and the pedagogy of the question |
| title_full_unstemmed | School learning and knowledge: a conflict between the pedagogy of the answer and the pedagogy of the question |
| title_short | School learning and knowledge: a conflict between the pedagogy of the answer and the pedagogy of the question |
| title_sort | school learning and knowledge a conflict between the pedagogy of the answer and the pedagogy of the question |
| topic | Question pedagogy answer pedagogy knowledge society investigation critical education. Pedagogía de la pregunta pedagogía de la respuesta sociedad del conocimiento investigación educación crítica Pédagogie de la question pédagogie de la réponse société de la connaissance recherche education critique. Pedagogia da pergunta Pedagogia da resposta Sociedade do Conhecimento pesquisa Educação crítica. |
| topic_facet | Question pedagogy answer pedagogy knowledge society investigation critical education. Pedagogía de la pregunta pedagogía de la respuesta sociedad del conocimiento investigación educación crítica Pédagogie de la question pédagogie de la réponse société de la connaissance recherche education critique. Pedagogia da pergunta Pedagogia da resposta Sociedade do Conhecimento pesquisa Educação crítica. |
| url | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/1085 |
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