La escuela bajo el argumento: Retóricas y discursos de la calidad educativa. Colombia, 1980-2018
La escuela bajo el argumento: Retóricas y discursos de la calidad educativa. Colombia, 1980-2018
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Recolector de datos
Otros/Desconocido
Director audiovisual
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Editores
Universidad Tecnológica de Pereira
Tipo de Material
Fecha
2023
Cita bibliográfica
Título de serie/ reporte/ volumen/ colección
Trabajos de investigación
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Resumen
La noción de calidad educativa se ha instituido como el eje central del debate en torno a la reforma educativa adelantada en Colombia durante las últimas décadas. En todos los sectores sociales involucrados se hace alusión de forma constante a la necesidad de adquirir una educación de calidad o mejorar la calidad educativa. Pero ¿Qué implica esta noción? ¿Es en verdad un elemento esencial, una meta común e indiscutible? O por el contrario ¿Es una justificación desde la cual validar cualquier intención reformista?
El presente libro condensa los resultados de un trabajo investigativo cuyo propósito es evidenciar las retóricas educativas que se han tejido en Colombia a partir del discurso de la calidad, usando una metodología basada en el análisis documental y el Análisis Crítico del Discurso aplicado a una selección de producciones emitidas durante los años 1980 a 2018 por el Ministerio de Educación Nacional, MEN, la Federación Colombiana de Trabajadores de la Educación, FECODE, y la Fundación Empresarios por la Educación, ExE.
La educación se plantea frecuentemente como el medio a través del cual es posible lograr la superación de los obstáculos que se presentan tanto a nivel social e individual, alcanzando un estado de bienestar ideal, convirtiendo a la calidad en un elemento discursivo protagónico que ha llegado, incluso, a desplazar lo pedagógico. Así, de la mano de teóricos como Michael Foucault (1992), Teun Van Dijk (2016) y Thomas S. Popkewitz (1998), este libro señala las retóricas de aquellos que promueven el discurso de la calidad.
The notion of educational quality has been the cornerstone of debate around educational reform achieved in Colombia in the last decades. For all social actors involved, to obtain a quality education or to improve existing quality in Colombian education is the ultimate goal. However, what does this notion of educational quality imply? Is it truly a vital element, a common and irrefutable goal? Conversely, is it a justification from which to legitimize any reformist intention? This book summarizes the results of a research study whose purpose was to demonstrate the educational rhetoric originated in Colombia from discourse on quality. The methodology used in the study was based on documentary analysis and Critical Discourse Analysis applied to a selection of works published from 1980 to 2018 by the Ministry of National Education of Colombia (MEN), the Colombian Federation of Educators (FECODE) and the Foundation Entrepreneurs for Education (ExE). Often, education is considered as the means through which it is possible to overcome the obstacles that arise at both a social and individual level and finally attaining an ideal state of well-being. Such a conception of education results in quality becoming a crucial discursive element that has displaced the pedagogical one. Thus, hand in hand with scholars such as Michael Foucault (1992), Teun Van Dijk (2016) and Thomas S. Popkewitz (1998), this book calls attention to the rhetoric of those who promote the discourse of quality.
The notion of educational quality has been the cornerstone of debate around educational reform achieved in Colombia in the last decades. For all social actors involved, to obtain a quality education or to improve existing quality in Colombian education is the ultimate goal. However, what does this notion of educational quality imply? Is it truly a vital element, a common and irrefutable goal? Conversely, is it a justification from which to legitimize any reformist intention? This book summarizes the results of a research study whose purpose was to demonstrate the educational rhetoric originated in Colombia from discourse on quality. The methodology used in the study was based on documentary analysis and Critical Discourse Analysis applied to a selection of works published from 1980 to 2018 by the Ministry of National Education of Colombia (MEN), the Colombian Federation of Educators (FECODE) and the Foundation Entrepreneurs for Education (ExE). Often, education is considered as the means through which it is possible to overcome the obstacles that arise at both a social and individual level and finally attaining an ideal state of well-being. Such a conception of education results in quality becoming a crucial discursive element that has displaced the pedagogical one. Thus, hand in hand with scholars such as Michael Foucault (1992), Teun Van Dijk (2016) and Thomas S. Popkewitz (1998), this book calls attention to the rhetoric of those who promote the discourse of quality.
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Identificador ISBN
978-958-722-820-5
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Identificador DOI
https://doi.org/10.22517/9789587228205