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Poder disciplinario y educación: aproximación foucaultiana desde la Psicología Social

Disciplinary power and education: a Foucaultian approach in Social Psychology

Villa Moral Jiménez, María de la


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Abstract As a descendant of the Enlightenment, the school is still a vital modern institution, albeit in contemporary postmodern conditions. This article takes a Foucaultian perspective to analyse the power/ knowledge and the regimes of truth involved. The arguments is that the power of the school comes from the inertial force of custom, which normalises the school's disciplinary, sanctionary, instructional, and corrective practices. The modern educational project uses disciplinary methods that promote autoidiscipline and autoregulation. Its instructional processes promote individualist learning, and its rituals turn habituation into internalisation. Consistent with the critical sentiments of a Social Psychology of Education, we propose a comprehensive approach to education and its links to acculturation, instruction, and schooling. We use a critical radical pedagogy and poststructuralist analysis to argue for the need to rethink contemporary education.
Klassifikation Bildungs- und Erziehungssoziologie; Sozialpsychologie
Freie Schlagwörter Knowledge; School; Radical Pedagogy; Foucault, Michel; Teaching; Enlightenment; Social Psychology; Postmodernism; Rituals
Sprache Dokument Spanisch
Publikationsjahr 2008
Seitenangabe S. 71-94
Zeitschriftentitel Athenea Digital: Revista de Pensamiento e Investigacion Social (2008) 13
Status Veröffentlichungsversion; begutachtet
Lizenz Deposit Licence - Keine Weiterverbreitung, keine Bearbeitung