Pedagogical discourse and subjectivation

Abstract

This text is part of an investigation that reflects on the potentialities and opportunities of responsive training. It is inscribed in the time and context of the new student's entry into university life, in part due to the mediations and situated discourses that he tries to read as well as the own distance that I keep with the memory resource for this task, since I share with Braunstein (2008) that the memory negotiates memory based on kindnesses.

 The development of this task was organized through comparative reflexivity, starting from the hypothesis that the life and reproduction of the curriculum and its pedagogical discourse compromise the agency of its agents, through actions and ideologically tense relations in the symbolic. This is intended to contribute both to reflection and to the pedagogical concretion of affirmative strategies to the agency, -as capacities to act and transform- Among the most relevant findings of this task are: A growing distrust in functionalist notions that isolate the bias of the hidden from the actual practice of the curriculum itself. Also, the verification of the real implications of tense actions and relationships from the symbolic point of view - symbolic violence, racism, sexism and class.