Archaeological-Genealogical Approach to School Coexistence
The result of a doctoral research of archaeological-genealogical court on school coexistence in Colombia is presented. For a school teacher in practice, institutionally pressured to implement strategies to improve cohabitation for the creation of a culture of peace, the doctoral thesis was the effor...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | México |
| Institución: | UNIVERSIDAD AUTÓNOMA DEL ESTADO DE HIDALGO |
| Repositorio: | Edähi Boletín Científico de Ciencias Sociales y Humanidades del ICSHu |
| Idioma: | español |
| OAI Identifier: | oai:repository.uaeh.edu.mx:article/11648 |
| Acceso en línea: | https://repository.uaeh.edu.mx/revistas/index.php/icshu/article/view/11648 |
| Access Level: | acceso abierto |
| Palabra clave: | Archaeology school coexistence genealogy discourses Arqueología Convivencia escolar genealogía discursos |
| Sumario: | The result of a doctoral research of archaeological-genealogical court on school coexistence in Colombia is presented. For a school teacher in practice, institutionally pressured to implement strategies to improve cohabitation for the creation of a culture of peace, the doctoral thesis was the effort to see the school from a different perspective: to abandon to some extent the pertinent idea of formulating proposals for improving cohabiting to, alternatively, ask for its emergence and decantation in the educational system to this day. The research sought to recognize the emergency conditions and the consequent developments of the discourses and practices that constitute school coexistence and to identify the various uses that have been given to them in both political and educational, social and economic areas. It was discussed that Archaeology and genealogy allow us to show that in the propositions on school coexistence interests that go beyond that cohabitation are overlapped in the everyday logic of the institutions. Overall, It was concluded that It is not enough to continue to make calls for action and individual proposals to improve cohabitation but to analyse the discourses, practices and uses that have historically configured a discursive practice in the reconfigurations of the device of education. |
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