Bibliographic Details
| Title: |
Discurso: Espacio para la constituciôn del sujeto. |
| Alternate Title: |
Discourse: Space for the constitution of the subject. |
| Authors: |
Méndez Rivera, Pilar1 pmendez@udistrital.edu.co |
| Source: |
Colombian Applied Linguistics Journal. 2012, Vol. 14 Issue 1, p180-193. 14p. |
| Subject Terms: |
*Discourse, *Political participation of teachers, *Educational change, *Learning, Speeches, addresses, etc. |
| Geographic Terms: |
Colombia |
| Abstract (English): |
Discourse has been pointed as a site of struggle for power. However, when analyzing the teachers' discourse of resistance to educational reforms has been privileged an orientation that prescribes discourse-power relations to mere relations of protest and opposition. This paper explores the relationship between subject, discourse and power in the Foucaultian perspective to make clear a relation discourse-power that enables the teacher to constitute himself as subject for practices of self-knowledge. As a context for the analysis of these relationships is used the speeches of teachers organized in the FECODE against educational reform around evaluation of learning and students promotion in Colombia, Decree 1290 of 2009, to identify ways of subject constitution, forms of resistance and delegitimation, revealing relationships between the state's reform discourse and the collective subject teacher's anti discourse. In this setting is important to note how discourses become spaces for the construction of subjectivities. Particularly, I am interested in analyzing the speeches of FECODE to analyze knowledge-power-resistance as a way teachers think of themselves collective subject of actions and knowledge to fight for their field of knowledge: evaluation of learning. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): |
Se ha señalado al discurso coma un espacio de lucha par el poder. Sin embargo, cuando se analiza el discurso de resistencia de los maestros a las reformas educativas se ha privilegiado una argumentación que encausa las relaciones de discurso-poder a simples relaciones de protesta y oposición. En este documento se explora las relaciones entre sujeto, discurso y poder en a perspectiva foucaultiana para hacer evidente una relación discurso-poder que permite al sujeto maestro constituirse a si mismo par prácticas de autoconocimiento. Coma contexto para analizar estas relaciones se utiliza el discurso de los maestros organizados en la Federaciôn Colombiana de Educadores FECODE trente a la reforma educativa en tomb a la evaluaciôn y promoción de los estudiantes que se concretô en el Decreto 1290 de 2009 para identificar formas de constitución de sujeto, formas de resistencia y deslegitimacion; desvelando en dicho análisis relaciones entre el discurso de reforma estatal y el contra discurso del sujeto magisterial colectivo. En este escenario es importante observar cómo los discursos se convierten en espacios para a construcciôn de subjetividades. Particularmente, interesa analizar los discursosde FECODE para analizar coma via saber-poder-resistencia los maestros se piensan a si mismos sujeto colectivo de acciones y saberes que defienden un campo de saber: a evaluaciôn del aprendizaje. [ABSTRACT FROM AUTHOR] |
|
Copyright of Colombian Applied Linguistics Journal is the property of Colombian Applied Linguistics Journal and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) |
| Database: |
Education Research Complete |
