School, boredoom and rebelliouseness

Lucía Gómez,Francisco J Jódar

doi:10.5565/rev/athenea.49

Abstract

This article intends to put light on some of the rationalization mechanisms of the boring and of the scholar disobedience presents at the modern psicopedagogical rationality. We carry on with this task spacing us out from a double position: the one that pathologies what challenge someone or defer from the established identities, and the one that turns violence into a simple phenomena of technical management and of production of expert wisdom. In order to rethink both scholar policy and psicopedagogical practices we will go deep on two phenomena by treating them as problematics. One of them is the 'institutional experience of going to the school'. The second one is inseparable from the above experience and it's both the boring and the disobedience situations we pointed before.

Highlights

of the scholar disobedience presents at the modern psicopedagogical rationality
The second one is inseparable from the above experience
¿Qué hace la escuela en esta época, donde la vulnerabilidad social abarca una parte creciente de la población y donde la precariedad laboral hace del título académico un bien simbólico carente de valor de cambio, al tiempo que el trabajo desaparece como vector de integración social?

Summary

Introduction

This article intends to put light on some of the rationalization mechanisms of the boring and of the scholar disobedience presents at the modern psicopedagogical rationality. Para nuestra mente letrada-humanista la experiencia escolar es una de tantas fuentes por las que el sujeto se proyecta a sí mismo y maneja el saber libremente y a más.

Results

Conclusion