Of norms and words: in order to think school in a performative code
This article explores a hypothesis stating that the performative character of norms offers many important points to think school. Thus, in the first place it is checked Canguilhem’s contributions related to the way the normative development works, and how it has to do with historical institutional p...
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| Format: | Online |
| Language: | spa |
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Universidad Pedagógica y Tecnológica de Colombia
2013
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| Online Access: | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/2051 |
| _version_ | 1802223957420539904 |
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| author | Tuillang, Yuing Alfaro |
| author_facet | Tuillang, Yuing Alfaro |
| author_sort | Tuillang, Yuing Alfaro |
| collection | OJS |
| description | This article explores a hypothesis stating that the performative character of norms offers many important points to think school. Thus, in the first place it is checked Canguilhem’s contributions related to the way the normative development works, and how it has to do with historical institutional processes in which school plays a key role. Besides, it is appealed to Foucault and Esposito’s inquiries which complement such contributions in the institutional field, showing the productive and performative character of norms. Finally, some contributions by Rancière related to the explanatory order and the prominence of teacher’s word as basis and support of school institutions are analyzed. Instead of conclusions, the convergence of these ideas allows to state suggestions generating analysis perspectives in order to think pedagogy and schooling from a perspective in which the constitutive value of norms sheds light on the crossing of relations between knowledge and power. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-2051 |
| institution | Revista Praxis & Saber |
| language | spa |
| publishDate | 2013 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-20512019-02-26T14:56:20Z Of norms and words: in order to think school in a performative code De normas y palabras: para pensar la escuela en clave performativa Des normes et des paroles: pour penser l’école de manière performante De normas e palavras: para pensar a escola em clave performativa Tuillang, Yuing Alfaro norm institutionalization school word. norma institucionalización escuela palabra. norme institutionnalisation école parole. norma institucionalização escola palavra. This article explores a hypothesis stating that the performative character of norms offers many important points to think school. Thus, in the first place it is checked Canguilhem’s contributions related to the way the normative development works, and how it has to do with historical institutional processes in which school plays a key role. Besides, it is appealed to Foucault and Esposito’s inquiries which complement such contributions in the institutional field, showing the productive and performative character of norms. Finally, some contributions by Rancière related to the explanatory order and the prominence of teacher’s word as basis and support of school institutions are analyzed. Instead of conclusions, the convergence of these ideas allows to state suggestions generating analysis perspectives in order to think pedagogy and schooling from a perspective in which the constitutive value of norms sheds light on the crossing of relations between knowledge and power. El artículo explora una hipótesis según la cual el carácter performativo de la norma ofrece generosos rendimientos para pensar la escuela. Para ello se revisa primeramente el aporte de Canguilhem, atendiendo a la mecánica que tiene lugar en el despliegue normativo, y cómo ello se corresponde con procesos históricosinstitucionales en los que la escuela tiene un lugar protagónico. Además, se apela a las indagaciones de Foucault y Esposito que complementan dicho aporte en el ámbito institucional, mostrando el carácter productivo y performativo de las normas. Finalmente, se analizan algunas de las contribuciones de Rancière en torno al orden explicador y al protagonismo de la palabra del maestro, como fundamentos y sostén de la institución escolar. Más que conclusiones, el cruce de estas ideas permite elaborar sugerencias que liberan perspectivas de análisis para pensar la pedagogía y la escolaridad desde una perspectiva en la que el valor constitutivo de la norma ilumina el cruce de relaciones de saber y poder. Cet article examine une hypothèse selon laquelle le caractère performant de la norme proportionne des rendements généreux pour penser l’école. Pour ce faire, on révise d’abord l’apport de Canguilhem, répondant au mécanisme qui tient lieu lors du déploiement normatif, et sa correspondance avec les processus historico-institutionnels dans lesquels l’école a une place d’importance. De plus, l’on fait appel aux investigations de Foucault et Esposito qui complémentent ces apports dans le domaine institutionnel, en montrant le caractère productif et performant des normes. Finalement, on analyse quelques contributions de Rancière au sujet de l’ordre de l’explicateur et du rôle principal de la parole du maître, en tant que fondements et soutien de l’institution scolaire. Plus que des conclusions, l’entrecroisement de ces idées permet d’élaborer des suggestions qui libèrent des perspectives d’analyses permettant de penser la pédagogie et la scolarité d’un point de vue duquel la valeur constitutive de la norme illumine le croisement des relations de connaissance et de pouvoir. O artigo explora uma hipótese segundo a qual o caráter performativo da norma oferece generosos ganhos para pensar a escola. Para isso revisa-se primeiramente o aporte de Canguilhem, atendendo à mecânica que tem lugar na expansão normativa, e como isso se corresponde com processos histórico-institucionais nos que a escola tem um lugar de destaque. Além disso, se apela às indagações de Foucault e Espósito que complementam dito aporte no âmbito institucional, mostrando o caráter produtivo e performativo das normas. No final, analisam-se algumas das contribuições de Rancière em torno à ordem explicadora e ao protagonismo da palavra do maestro, como fundamento e coluna da instituição escolar. Mais do que conclusões, o cruzamento de estas ideias permite elaborar dicas que liberam perspectivas de análise para pensar a pedagogia e a escolaridade desde uma perspectiva na que o valor constitutivo da norma ilumina o cruzamento de relações de saber e poder. Universidad Pedagógica y Tecnológica de Colombia 2013-01-27 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/2051 10.19053/22160159.2051 Praxis & Saber; Vol. 4 No. 7 (2013): Filosofía de la Educación y Enseñanza de la Filosofía; 103 - 118 Praxis & Saber; Vol. 4 Núm. 7 (2013): Filosofía de la Educación y Enseñanza de la Filosofía; 103 - 118 Praxis & Saber; Vol. 4 No 7 (2013): Filosofía de la Educación y Enseñanza de la Filosofía; 103 - 118 Praxis & Saber; V. 4 N. 7 (2013): Filosofía de la Educación y Enseñanza de la Filosofía; 103 - 118 Praxis & Saber; v. 4 n. 7 (2013): Filosofía de la Educación y Enseñanza de la Filosofía; 103 - 118 2462-8603 2216-0159 spa https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/2051/2051 |
| spellingShingle | norm institutionalization school word. norma institucionalización escuela palabra. norme institutionnalisation école parole. norma institucionalização escola palavra. Tuillang, Yuing Alfaro Of norms and words: in order to think school in a performative code |
| title | Of norms and words: in order to think school in a performative code |
| title_alt | De normas y palabras: para pensar la escuela en clave performativa Des normes et des paroles: pour penser l’école de manière performante De normas e palavras: para pensar a escola em clave performativa |
| title_full | Of norms and words: in order to think school in a performative code |
| title_fullStr | Of norms and words: in order to think school in a performative code |
| title_full_unstemmed | Of norms and words: in order to think school in a performative code |
| title_short | Of norms and words: in order to think school in a performative code |
| title_sort | of norms and words in order to think school in a performative code |
| topic | norm institutionalization school word. norma institucionalización escuela palabra. norme institutionnalisation école parole. norma institucionalização escola palavra. |
| topic_facet | norm institutionalization school word. norma institucionalización escuela palabra. norme institutionnalisation école parole. norma institucionalização escola palavra. |
| url | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/2051 |
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