¿Educar o evitar el pensamiento? Un análisis sobre el lenguaje y el poder

Abstract

From the perspective of essay, this article is an analytical, but above all hermeneutic, reading of the relationships that education has maintained with thought, language, and power. The research is based, in the first place, on a rigorous and systematic documentation, and then move on to the selection of those texts that, in the opinion of the author, have greater relevance to the subject and that, in addition, represent the nuclear approaches of Michel Foucault and Edgar Morín. The arguments of these two authors are detailed and analyzed, as arduous critics of classical pedagogy, its actors, and strategies. It is concluded that, in both authors, there is an effort to find the threads of power that sustain in the periphery, some discourses, typical of an education that questions the dominant rationality and that postulate different ways of thinking, such as: an archaeology of knowledge in the style of Foucault or the complex thought proposed by Morín.