Foucault and human capital as hegemonic strategy. Reflections for a critique of the educational-formative dimension of neoliberalism.
Objective: The article presents theoretical results of the research project "Experience, ethics and subject in the last Foucault", which conceptualized the theoretical-methodological categories of the philosopher's last period of work; the text presents the educational dimension of co...
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| Format: | Online |
| Language: | spa |
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Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia
2024
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| Online Access: | https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/17518 |
| _version_ | 1801706233792561152 |
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| author | Pulido Cortés, Óscar Espinel Bernal, Óscar |
| author_facet | Pulido Cortés, Óscar Espinel Bernal, Óscar |
| author_sort | Pulido Cortés, Óscar |
| collection | OJS |
| description | Objective: The article presents theoretical results of the research project "Experience, ethics and subject in the last Foucault", which conceptualized the theoretical-methodological categories of the philosopher's last period of work; the text presents the educational dimension of contemporary neoliberalism located in human capital as discourse and practice that produces scenarios of formation and constitution of subjectivities oriented by the policies of international order and the practices in the educational institutions of basic secondary and higher education.
Originality/support: It is circumscribed to the studies consolidated in recent times as philosophy of education, in the sense of using concepts and categories of philosophy to problematize and study with effects produced by policies and forms of economy in the field of educational sciences and pedagogy.
Method: The methodology is close to Michel Foucault's archeological-genealogical-ethical approach, materialized in different instruments such as thematic and analytical cards that allow us to recognize the statements and conceptual series that reorganize the way the educational forms of neoliberalism have been constituted and the effects on contemporary subjects and institutions; apart from the procedure, the essay-problematization is used not as a simple description of the constructed situation, but with the intention and conviction of the transformation of the research subject; that is, not to record the social practices produced in the discourses, but the ways in which the subject becomes restless and generates different possibilities of action.
Strategies/information collection: The article resorts to theoretical and documentary sources from philosophy and economics, privileging Foucault's courses taught at the Collège de France during the years 1977-1979, while dwelling on the analyses of North American neoliberals (Schultz, Becker), theorists of human capital, who postulate the economic value of education.
Conclusions: Contemporary education in Colombia and Latin America is co-opted by neoliberalism as a world vision. This verification is materialized in human capital as a formative scene that includes turning students and teachers to the competency model and its materialization in curricula and institutional adventures such as innovation, entrepreneurship and the management of subjects as forgers of their own destiny, being entrepreneurs of themselves to offer themselves in the different labor markets. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-17518 |
| institution | Revista Historia de la Educación Latinoamericana |
| language | spa |
| publishDate | 2024 |
| publisher | Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-175182024-05-28T22:43:23Z Foucault and human capital as hegemonic strategy. Reflections for a critique of the educational-formative dimension of neoliberalism. Foucault y el capital humano como estrategia hegemónica. Reflexiones para una crítica de la dimensión educativo-formativa del neoliberalismo Foucault e o capital humano como estratégia hegemônica. Reflexões para uma crítica da dimensão educacional-formativa do neoliberalismo. Pulido Cortés, Óscar Espinel Bernal, Óscar capital humano competencias formación hegemonía neoliberalismo Foucault Objective: The article presents theoretical results of the research project "Experience, ethics and subject in the last Foucault", which conceptualized the theoretical-methodological categories of the philosopher's last period of work; the text presents the educational dimension of contemporary neoliberalism located in human capital as discourse and practice that produces scenarios of formation and constitution of subjectivities oriented by the policies of international order and the practices in the educational institutions of basic secondary and higher education. Originality/support: It is circumscribed to the studies consolidated in recent times as philosophy of education, in the sense of using concepts and categories of philosophy to problematize and study with effects produced by policies and forms of economy in the field of educational sciences and pedagogy. Method: The methodology is close to Michel Foucault's archeological-genealogical-ethical approach, materialized in different instruments such as thematic and analytical cards that allow us to recognize the statements and conceptual series that reorganize the way the educational forms of neoliberalism have been constituted and the effects on contemporary subjects and institutions; apart from the procedure, the essay-problematization is used not as a simple description of the constructed situation, but with the intention and conviction of the transformation of the research subject; that is, not to record the social practices produced in the discourses, but the ways in which the subject becomes restless and generates different possibilities of action. Strategies/information collection: The article resorts to theoretical and documentary sources from philosophy and economics, privileging Foucault's courses taught at the Collège de France during the years 1977-1979, while dwelling on the analyses of North American neoliberals (Schultz, Becker), theorists of human capital, who postulate the economic value of education. Conclusions: Contemporary education in Colombia and Latin America is co-opted by neoliberalism as a world vision. This verification is materialized in human capital as a formative scene that includes turning students and teachers to the competency model and its materialization in curricula and institutional adventures such as innovation, entrepreneurship and the management of subjects as forgers of their own destiny, being entrepreneurs of themselves to offer themselves in the different labor markets. Objetivo: El artículo presenta resultados teóricos del proyecto de investigación “Experiencia, ética y sujeto en el último Foucault”, que conceptualizó las categorías teórico-metodológicas del último periodo de trabajo del filósofo; en el texto se plantea la dimensión educativa del neoliberalismo contemporáneo ubicada en el capital humano como discurso y práctica que produce escenarios de formación y constitución de subjetividades orientados por las políticas de orden internacional y las prácticas en las instituciones educativas de básica media y superior. Originalidad/aporte: Se circunscribe a los estudios consolidados en el último tiempo como filosofía de la educación, en el sentido de utilizar conceptos y categorías de la filosofía para problematizar y estudiar con efectos producidos por políticas y formas de la economía en el campo de las ciencias de la educación y la pedagogía. Método: La metodología esta cercana al enfoque arqueológico-genealógico-ético de Michel Foucault, materializado en diferentes instrumentos como fichas temáticas y analíticas que permiten reconocer los enunciados y las series conceptuales que reorganizan la manera como se han constituido las formas educativas del neoliberalismo y los efectos sobre sujetos e instituciones contemporáneas; aparte del procedimiento, se acude al ensayo-problematización no como una simple descripción de la situación construida, sino con la intención y el convencimiento de la transformación del sujeto investigador; es decir, no registrar las prácticas sociales producidas en los discursos, sino las formas como el sujeto se inquieta y genera diferentes posibilidades de acción. Estrategias/recolección de información: El artículo recurre a fuentes teóricas y documentales de la filosofía y la economía, privilegiando los cursos de Foucault impartidos en el Collège de France durante los años 1977-1979, al tiempo que se detiene en los análisis de los neoliberales norteamericanos (Schultz, Becker), teóricos del capital humano, quienes postulan el valor económico de la educación. Conclusiones: La educación contemporánea en Colombia y América Latina está cooptada por el neoliberalismo como visión de mundo. Esta comprobación se concreta en el capital humano como escena formativa que incluye volcar a estudiantes y profesores sobre el modelo de competencias y su materialización en planes de estudio y aventuras institucionales como la innovación, el emprenderismo y la gestión de los sujetos como forjadores de su propio destino, ser empresarios de sí mismos para ofertase en los diferentes mercados laborales. Objetivo: O artigo apresenta resultados teóricos do projeto de pesquisa "Experiência, ética e sujeito no último Foucault", que conceituou as categorias teórico-metodológicas do último período de trabalho do filósofo; no texto, a dimensão educativa do neoliberalismo contemporâneo situado no capital humano como discurso e prática que produz cenários de formação e constituição de subjetividades orientadas pelas políticas de ordem internacional e pelas práticas nas instituições educativas de ensino fundamental, médio e superior. Originalidade/suporte: circunscreve-se aos estudos consolidados nos últimos tempos como filosofia da educação, no sentido de utilizar conceitos e categorias da filosofia para problematizar e estudar os efeitos produzidos pelas políticas e formas da economia no campo das ciências da educação e da pedagogia. Método: A metodologia se aproxima do enfoque arqueológico-genealógico-ético de Michel Foucault, materializado em diferentes instrumentos, tais como fichas temáticas e analíticas, que nos permitem reconhecer os enunciados e as séries conceituais que reorganizam o modo como se constituíram as formas educativas do neoliberalismo e os efeitos sobre os sujeitos e as instituições contemporâneas; Além do procedimento, o ensaio-problematização é utilizado não como uma simples descrição da situação construída, mas com a intenção e a convicção da transformação do sujeito da pesquisa; ou seja, não para registrar as práticas sociais produzidas nos discursos, mas as formas como o sujeito se inquieta e gera diferentes possibilidades de ação. Estratégias/coleta de informações: O artigo se baseia em fontes teóricas e documentais da filosofia e da economia, privilegiando os cursos de Foucault ministrados no Collège de France durante os anos de 1977-1979, enquanto se detém nas análises dos neoliberais norte-americanos (Schultz, Becker), teóricos do capital humano, que postulam o valor econômico da educação. Conclusiones: La educación contemporánea en Colombia y América Latina está cooptada por el neoliberalismo como visión de mundo. Esta comprobación se concreta en el capital humano como escena formativa que incluye volcar a estudiantes y profesores sobre el modelo de competencias y su materialización en planes de estudio y aventuras institucionales como la innovación, el emprenderismo y la gestión de los sujetos como forjadores de su propio destino, ser empresarios de sí mismos para ofertase en los diferentes mercados laborales. Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia 2024-01-20 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/17518 10.19053/uptc.01227238.17518 Revista Historia de la Educación Latinoamericana; Vol. 26 No. 42 (2024): Lésmer Montecino Soto (1956 - 2017) Revista Historia de la Educación Latinoamericana; Vol. 26 Núm. 42 (2024): Lésmer Montecino Soto (1956 - 2017) 2256-5248 0122-7238 10.19053/uptc.rhela42 spa https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/17518/14049 Copyright (c) 2024 Revista Historia de la Educación Latinoamericana https://creativecommons.org/licenses/by-nc-nd/4.0 |
| spellingShingle | capital humano competencias formación hegemonía neoliberalismo Foucault Pulido Cortés, Óscar Espinel Bernal, Óscar Foucault and human capital as hegemonic strategy. Reflections for a critique of the educational-formative dimension of neoliberalism. |
| title | Foucault and human capital as hegemonic strategy. Reflections for a critique of the educational-formative dimension of neoliberalism. |
| title_alt | Foucault y el capital humano como estrategia hegemónica. Reflexiones para una crítica de la dimensión educativo-formativa del neoliberalismo Foucault e o capital humano como estratégia hegemônica. Reflexões para uma crítica da dimensão educacional-formativa do neoliberalismo. |
| title_full | Foucault and human capital as hegemonic strategy. Reflections for a critique of the educational-formative dimension of neoliberalism. |
| title_fullStr | Foucault and human capital as hegemonic strategy. Reflections for a critique of the educational-formative dimension of neoliberalism. |
| title_full_unstemmed | Foucault and human capital as hegemonic strategy. Reflections for a critique of the educational-formative dimension of neoliberalism. |
| title_short | Foucault and human capital as hegemonic strategy. Reflections for a critique of the educational-formative dimension of neoliberalism. |
| title_sort | foucault and human capital as hegemonic strategy reflections for a critique of the educational formative dimension of neoliberalism |
| topic | capital humano competencias formación hegemonía neoliberalismo Foucault |
| topic_facet | capital humano competencias formación hegemonía neoliberalismo Foucault |
| url | https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/17518 |
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