Abstract

SALDARRIAGA VELEZ, Oscar. «An Exploded school»: Dialogues Between two Concepts of Pedagogical. Mem. Soc. [online]. 2016, vol.20, n.41, pp.2-12. ISSN 0122-5197.  https://doi.org/10.11144/Javeriana.mys20-41.eedn.

The Colombian Pedagogical Movement that emerged in the 1980s launched a struggle for the recovery of the Pedagogy as a source of identity for teachers as professionals. It also coined two concepts: pedagogical knowledge and teaching practice as both instruments and strategic objects in this struggle. After forty years of this process, teachers have appropriated the former, while officials in the educational system have mainly made use of latter concept. To address this paradox, this article dialogues and debates two perspectives of the comprehension of the very notion of pedagogical practice: one, inspired by Foucauldian Archaeology of Knowledge and has been developed by Olga Zuluaga (Colombia), while the other was inspired by Michel de Certeau's cultural criticism and has been proposed by Anne-Marie Chartier (France). An imagined dialogue between the author and Ms. Chartier serves as stage for presenting the convergent and divergent elements of these two perspectives.

Keywords : Pedagogical Knowledge; Pedagogical Practice; Colombian Pedagogical Movement; Teaching; Michel Foucault; Michel de Certeau.

        · abstract in Spanish | Portuguese     · text in Spanish     · Spanish ( pdf )