Subjectivity Policies for Educational Equality Opportunities. A Conversation Between Juan Carlos Tedesco and Luis Porter
This article seeks to answer a basic question: Is it possible to include the excluded? We understand the excluded as new social sectors, which are different from those we describe as marginal or exploited. Rather, these sectors are formed by the large and growing groups of people that contemporary...
| Autor: | |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2006 |
| País: | México |
| Institución: | UNIVERSIDAD AUTÓNOMA DE BAJA CALIFORNIA |
| Repositorio: | Revista Electrónica de Investigacion Educativa |
| Idioma: | español |
| OAI Identifier: | oai:ojs.redie.uabc.mx:article/138 |
| Acceso en línea: | https://redie.uabc.mx/redie/article/view/138 |
| Access Level: | acceso abierto |
| Palabra clave: | Educational disadvantage equal education educational policies. Desventaja educativa equidad educativa políticas educativas. |
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Subjectivity Policies for Educational Equality Opportunities. A Conversation Between Juan Carlos Tedesco and Luis Porter Políticas de subjetividad para la igualdad de oportunidades educativas. Un diálogo entre Juan Carlos Tedesco y Luis Porter |
| title |
Subjectivity Policies for Educational Equality Opportunities. A Conversation Between Juan Carlos Tedesco and Luis Porter |
| spellingShingle |
Subjectivity Policies for Educational Equality Opportunities. A Conversation Between Juan Carlos Tedesco and Luis Porter Porter Galetar, Luis Educational disadvantage equal education educational policies. Desventaja educativa equidad educativa políticas educativas. |
| title_short |
Subjectivity Policies for Educational Equality Opportunities. A Conversation Between Juan Carlos Tedesco and Luis Porter |
| title_full |
Subjectivity Policies for Educational Equality Opportunities. A Conversation Between Juan Carlos Tedesco and Luis Porter |
| title_fullStr |
Subjectivity Policies for Educational Equality Opportunities. A Conversation Between Juan Carlos Tedesco and Luis Porter |
| title_full_unstemmed |
Subjectivity Policies for Educational Equality Opportunities. A Conversation Between Juan Carlos Tedesco and Luis Porter |
| title_sort |
Subjectivity Policies for Educational Equality Opportunities. A Conversation Between Juan Carlos Tedesco and Luis Porter |
| dc.creator.none.fl_str_mv |
Porter Galetar, Luis |
| author |
Porter Galetar, Luis |
| author_facet |
Porter Galetar, Luis |
| author_role |
author |
| dc.subject.none.fl_str_mv |
Educational disadvantage equal education educational policies. Desventaja educativa equidad educativa políticas educativas. |
| topic |
Educational disadvantage equal education educational policies. Desventaja educativa equidad educativa políticas educativas. |
| description |
This article seeks to answer a basic question: Is it possible to include the excluded? We understand the excluded as new social sectors, which are different from those we describe as marginal or exploited. Rather, these sectors are formed by the large and growing groups of people that contemporary society seems able to ignore. The article starts by analyzing what this new social condition implies to decision makers, and raises new questions. Do we want to live in a society that excludes 25 or 30% of its more needy population? Are we capable of learning to live together, as Jacques Delors asks in his UNESCO report? The ethical dilemma implied by these questions leads to a reflection on the technical-political dimension of inequality in regards to education. Tedesco and Porter open a dialogue that departs from a macro vision (including the use of new technology and the opening of new fields in educational policies) and goes into the micro dimension of specific contexts, from those where people have some educational autonomy and project capacity, to those where people find themselves in situations of anonymity and social dissolution. Learning to live together implies taking on responsibility for the other, and of knowing the other. In order to break with the social determinism that can lead to fatalist scenarios, it is important to understand that educational success or failure is a systemic phenomenon that depends on a multiple of variables. Governments have responded to the complexity of the problem with ‘objective’ measures that principally affect the material. In this article we support the idea that an attempt to bring about a greater recognition of the subjective dimension is missing in current educational policy. To achieve this we identify certain characteristics that various studies have shown as basic requirements to confront the problem: project capacity, narrative capacity and enhanced self-confidence. |
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2006 |
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2006-05-01 |
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info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
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article |
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https://redie.uabc.mx/redie/article/view/138 |
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https://redie.uabc.mx/redie/article/view/138 |
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spa |
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spa |
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https://redie.uabc.mx/redie/article/view/138/1418 https://redie.uabc.mx/redie/article/view/138/238 |
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Derechos de autor 2019 Revista Electrónica de Investigación Educativa info:eu-repo/semantics/openAccess |
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Derechos de autor 2019 Revista Electrónica de Investigación Educativa |
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Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo |
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Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo |
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Revista Electrónica de Investigación Educativa; Vol. 8 No. 1 (2006) Revista Electrónica de Investigación Educativa; Vol. 8 Núm. 1 (2006) 1607-4041 reponame:Revista Electrónica de Investigacion Educativa instname:UNIVERSIDAD AUTÓNOMA DE BAJA CALIFORNIA instacron:UABC |
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Subjectivity Policies for Educational Equality Opportunities. A Conversation Between Juan Carlos Tedesco and Luis PorterPolíticas de subjetividad para la igualdad de oportunidades educativas. Un diálogo entre Juan Carlos Tedesco y Luis PorterPorter Galetar, LuisEducational disadvantageequal educationeducational policies.Desventaja educativaequidad educativapolíticas educativas.This article seeks to answer a basic question: Is it possible to include the excluded? We understand the excluded as new social sectors, which are different from those we describe as marginal or exploited. Rather, these sectors are formed by the large and growing groups of people that contemporary society seems able to ignore. The article starts by analyzing what this new social condition implies to decision makers, and raises new questions. Do we want to live in a society that excludes 25 or 30% of its more needy population? Are we capable of learning to live together, as Jacques Delors asks in his UNESCO report? The ethical dilemma implied by these questions leads to a reflection on the technical-political dimension of inequality in regards to education. Tedesco and Porter open a dialogue that departs from a macro vision (including the use of new technology and the opening of new fields in educational policies) and goes into the micro dimension of specific contexts, from those where people have some educational autonomy and project capacity, to those where people find themselves in situations of anonymity and social dissolution. Learning to live together implies taking on responsibility for the other, and of knowing the other. In order to break with the social determinism that can lead to fatalist scenarios, it is important to understand that educational success or failure is a systemic phenomenon that depends on a multiple of variables. Governments have responded to the complexity of the problem with ‘objective’ measures that principally affect the material. In this article we support the idea that an attempt to bring about a greater recognition of the subjective dimension is missing in current educational policy. To achieve this we identify certain characteristics that various studies have shown as basic requirements to confront the problem: project capacity, narrative capacity and enhanced self-confidence.Este texto intenta responder a una pregunta esencial: ¿es posible incluir a los excluidos?, entendiendo como excluidos a sectores sociales diferentes al de los marginados o explotados, sectores de los que la sociedad contemporánea parece poder prescindir. El artículo analiza lo que esta nueva condición social representa para los tomadores de decisiones, lo que da lugar a otras preguntas básicas: ¿queremos vivir en una sociedad que deja afuera a 25%-30% de la población?, ¿somos capaces de aprender a vivir juntos?, como lo cuestiona Jaques Delors en su reporte de la UNESCO. El dilema ético que ello implica, lleva a reflexionar sobre la dimensión técnico-política de la desigualdad en relación con la educación. De esta manera Tedesco y Porter se enfrascan en un diálogo que parte de la visión macro –que incluye el uso de la tecnología y la apertura de nuevos campos para las políticas educacionales–, dirigiéndose luego a la dimensión micro en contextos determinados desde los que tienen cierta autonomía escolar, proyectos propios hasta los que se encuentran en situaciones de anomia y disolución social. Aprender a vivir juntos implica ser responsables del otro, conocer al otro. Para romper con los determinismos sociales que provocan escenarios fatalistas, es importante entender que el éxito o fracaso escolar es un fenómeno sistémico que depende de múltiples variables. Ante la complejidad del problema en México el gobierno ha respondido con medidas “objetivas” que afectan principalmente lo material. Aún falta –se sostiene en el artículo– intentar un mayor reconocimiento de la dimensión subjetiva en las políticas educativas. Para ello, identifican determinadas características que estudios realizados permiten señalar como requisitos básicos para enfrentar el problema: 1) capacidad de proyecto, 2) capacidad de narrativa y 3) mayor confianza.Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo2006-05-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/htmlapplication/pdfhttps://redie.uabc.mx/redie/article/view/138Revista Electrónica de Investigación Educativa; Vol. 8 No. 1 (2006)Revista Electrónica de Investigación Educativa; Vol. 8 Núm. 1 (2006)1607-4041reponame:Revista Electrónica de Investigacion Educativainstname:UNIVERSIDAD AUTÓNOMA DE BAJA CALIFORNIAinstacron:UABCspahttps://redie.uabc.mx/redie/article/view/138/1418https://redie.uabc.mx/redie/article/view/138/238Derechos de autor 2019 Revista Electrónica de Investigación Educativainfo:eu-repo/semantics/openAccessoai:ojs.redie.uabc.mx:article/1382024-08-22T16:52:53Z |
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