Reacciones al postmodernismo desde la educación comparada: de la ortodoxia inicial a la heterodoxia creativa
Palabras clave:
Educación Comparada, postmodernismo, ciencia del aprendizaje.Resumen
El presente artículo aspira a analizar la influencia que el paradigma del posmodernismo ejerce, como reacción al modernismo, ejerce en la educación. Al mismo tiempo revisa cuáles son sus efectos inmediatos: la adopción de una disponibilidad reflexiva creciente y el aumento de la conciencia de apertura a diversas perspectivas, las cuales conducen a adoptar ciertos componentes de relativismo, crítica e ironía respecto a la educación. Unido a lo anterior, aumenta el espectro de "incertidumbre" debido a los continuos cambios que se desarrollan a su alrededor. Como consecuencia, desde la educación comparada, emergen dos propuestas teóricas: la ciencia del aprendizaje (del original "learnology") y la transitología (del original "transitology"), que contribuyen a dotar de nuevas visiones a la disciplina. La primera propuesta interpreta los incesantes cambios, que requieren nuevos códigos educativos a fin de comprender las transformaciones mundiales; la segunda, se refiere a la realidad más inmediata de la subjetividad y el acceso al conocimiento. En la conclusión se reconoce cómo, desde ambas propuestas, la educación comparada ha encontrado una nueva dirección; ello, probablemente, conducirá a diversas educaciones comparadas o al nacimiento de una fase de educación neocomparada.
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Referencias
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Alexander, R., Broadfoot, P. & Phillips, D. (Eds.). (1999). Learning from comparing-new directions in Comparative Educational research: Volume I. Contexts, classrooms and outcomes. Oxford: Symposium Books.
Ball, S. (1990). Markets, morality and equality in Education. London: Tufnell Press.
Brown, P. (1990). The "third wave": Education and the ideology of parentocracy. British Journal of Sociology in Education, 11 (1), 65-85.
Bernstein, B. (1996). Pedagogy, symbolic control and identity: theory, research critique. London: Taylor and Francis.
Broadfoot, P. (1999). Stones from other hills may serve to plish the jade of this one: towards a neo-comparative "learnology" in education. Compare, 29 (3), 217-231.
Broadfoot, P. (2000). Comparative Education for the 21st century: Retrospect and prospect. Comparative Education, 36 (3), 357-371.
Broadfoot, P. (2001). Stones from other hills may serve to polish the jade of this one: towards a Neo-Comparative "Learnology" of Education. In K. Watson (Ed.), Doing Comparative Education research. Issues and problems (pp. 85-110). Oxford: Symposium Books.
Caivano, F. (2000, September 25). Notas ingenuas para una utopía educativa. El País, p. 39.
Carl, J. (1994). Parental choice as national policy in England and the United States. Comparative Education Review, 38 (3), 294-322.
Coulby, D. (1995). Ethnocentricity, post modernity and European curricular systems. European Journal of Teacher Education, 18 (2-3), 143-153.
Coulby, D. Cowen, R. & Jones, C. (Eds.). (2000). World yearbook of Education: Education in times of transition 2000. London: Kogan Page.
Cowen, R. (1998). Last past the post: Comparative Education, modernity and perhaps post-modernity. Comparative Education, 32 (2), 151-170.
Cowen, R. (2000a). Comparing futures or comparing pasts?. Comparative Education, 36 (3), 333-342.
Cowen, R. (2000b). Introducción. Propuesta Educativa [Dossier: Nuevas tendencias en educación comparada], 10 (23), 1-10.
Cox, E. (1995). A truly civil society. Sydney: ABC Books.
Crossley, M. & Jarvis, P. (2000). Introduction: continuity, challenge and change in Comparative and International Education. Comparative Education, 36 (3), 261-265
Delors, J. (1996). La educación encierra un tesoro. Informe a la UNESCO de la Comisión Internacional sobre la Educación para el Siglo XXI. Madrid: Santillana-Ediciones UNESCO.
Edwards T. & Whitty, G. (1992). Parental choice and educational reform in Britain and the United States. British Journal of Educational Studies, 40 (2),101-117.
Gordon, L. (1992). The New Zealand and educational Reforms: Competing interests. Comparative Education, 28, 281-291.
Hebdige, D. (1999). Hiding in the Light. New York: Routledge.
Hüfner, K., Meyer, J. W. & Naumann, J. (1992). Investigación sobre política educativa comparada: perspectiva de la sociedad mundial. Revista de Educación 297, 347-402.
King, E. (1999). Education revised for a world in transformation. Comparative Education, 35 (2), 109-117.
King, E. (2000). A century of evolution in Comparative Education. Comparative Education, 36 (3), 267-277.
Lindslay, B. & Parrott, J. (1998). New challenges for educational and social policies in international settings: A review essay. Comparative Education, 34 (3), 341-347.
Louisy, P. (2001). Globalisation and Comparative Education: A Caribbean perspective. Comparative Education, 37 (4), 425-438.
Masemann, V. L. (1990). La etnografía crítica en el estudio de la educación comparada. In P. Albatch & G. Kelly (Comps.), Nuevos enfoques en educación Comparada (pp. 19-37). Madrid: Mondadori.
Morin, E. (2000, October 24). Los siete saberes necesarios para la educación del futuro. El País, p. 35. Also available online at Universidade Federal de Santa Catarina, Núcleo de Estudos e Pesquisas em Educação Tecnológica Web site:
http://www.emc.ufsc.br/~nepet/Artigos/Resumo/Morin_01.htm
Owen, D. (1997). Sociology of Postmodernism. London: Sage.
Paulston, R. G. (1997). Mapping visual culture in Comparative Education discourse. Compare, 27 (2), 117-152.
Paulston, R. G. (1999). Mapping Comparative Education after postmodernity. Comparative Education Review, 43 (4), 438-463.
Popkewitz, T. (1997). Changing terrains of knowledge and power. A social epistemology of educational research. Educational Researcher, 26 (9), 18-30.
Popkewitz, T. (2000). National imaginaries, the indigenous foreigner, and power: Comparative Educational Research. In J. Schriewer (Ed.), Discourse formation in Comparative Education (pp. 261-294). Francfort: Peter Lang.
Siebers, T. (1994). Introduction. What does postmodernism want? Utopia. In T. Siebers (Ed.), Heterotopia: Post-modern utopia and the body politic (pp. 1-38). Ann Arbor, MI: The University of Michigan Press.
Snodgrass, A. (1992). Asian studies and the fusion of horizons. Asian Studies Review, 15, 81-94.
Watson, K. (2001). Introduction. Rethinking the role of comparative education. In K. Watson (Ed.), Doing comparative education research (pp. 9-22). Issues and problems. Oxford: Symposium Books.
Welch, A. (2000). New times, hard times: Re-reading Comparative Education in an age of discontent. In J. Schriewer (Ed.), Discourse formation in Comparative Education (pp. 189-226). Francfort: Peter Lang.
Welch, A. (2001). Globalisation, post-modernity and the State: Comparative Education facing the third millennium. Comparative Education, 37 (4), 475-492.
Alexander, R., Broadfoot, P. & Phillips, D. (Eds.). (1999). Learning from comparing-new directions in Comparative Educational research: Volume I. Contexts, classrooms and outcomes. Oxford: Symposium Books.
Ball, S. (1990). Markets, morality and equality in Education. London: Tufnell Press.
Brown, P. (1990). The "third wave": Education and the ideology of parentocracy. British Journal of Sociology in Education, 11 (1), 65-85.
Bernstein, B. (1996). Pedagogy, symbolic control and identity: theory, research critique. London: Taylor and Francis.
Broadfoot, P. (1999). Stones from other hills may serve to plish the jade of this one: towards a neo-comparative "learnology" in education. Compare, 29 (3), 217-231.
Broadfoot, P. (2000). Comparative Education for the 21st century: Retrospect and prospect. Comparative Education, 36 (3), 357-371.
Broadfoot, P. (2001). Stones from other hills may serve to polish the jade of this one: towards a Neo-Comparative "Learnology" of Education. In K. Watson (Ed.), Doing Comparative Education research. Issues and problems (pp. 85-110). Oxford: Symposium Books.
Caivano, F. (2000, September 25). Notas ingenuas para una utopía educativa. El País, p. 39.
Carl, J. (1994). Parental choice as national policy in England and the United States. Comparative Education Review, 38 (3), 294-322.
Coulby, D. (1995). Ethnocentricity, post modernity and European curricular systems. European Journal of Teacher Education, 18 (2-3), 143-153.
Coulby, D. Cowen, R. & Jones, C. (Eds.). (2000). World yearbook of Education: Education in times of transition 2000. London: Kogan Page.
Cowen, R. (1998). Last past the post: Comparative Education, modernity and perhaps post-modernity. Comparative Education, 32 (2), 151-170.
Cowen, R. (2000a). Comparing futures or comparing pasts?. Comparative Education, 36 (3), 333-342.
Cowen, R. (2000b). Introducción. Propuesta Educativa [Dossier: Nuevas tendencias en educación comparada], 10 (23), 1-10.
Cox, E. (1995). A truly civil society. Sydney: ABC Books.
Crossley, M. & Jarvis, P. (2000). Introduction: continuity, challenge and change in Comparative and International Education. Comparative Education, 36 (3), 261-265
Delors, J. (1996). La educación encierra un tesoro. Informe a la UNESCO de la Comisión Internacional sobre la Educación para el Siglo XXI. Madrid: Santillana-Ediciones UNESCO.
Edwards T. & Whitty, G. (1992). Parental choice and educational reform in Britain and the United States. British Journal of Educational Studies, 40 (2),101-117.
Gordon, L. (1992). The New Zealand and educational Reforms: Competing interests. Comparative Education, 28, 281-291.
Hebdige, D. (1999). Hiding in the Light. New York: Routledge.
Hüfner, K., Meyer, J. W. & Naumann, J. (1992). Investigación sobre política educativa comparada: perspectiva de la sociedad mundial. Revista de Educación 297, 347-402.
King, E. (1999). Education revised for a world in transformation. Comparative Education, 35 (2), 109-117.
King, E. (2000). A century of evolution in Comparative Education. Comparative Education, 36 (3), 267-277.
Lindslay, B. & Parrott, J. (1998). New challenges for educational and social policies in international settings: A review essay. Comparative Education, 34 (3), 341-347.
Louisy, P. (2001). Globalisation and Comparative Education: A Caribbean perspective. Comparative Education, 37 (4), 425-438.
Masemann, V. L. (1990). La etnografía crítica en el estudio de la educación comparada. In P. Albatch & G. Kelly (Comps.), Nuevos enfoques en educación Comparada (pp. 19-37). Madrid: Mondadori.
Morin, E. (2000, October 24). Los siete saberes necesarios para la educación del futuro. El País, p. 35. Also available online at Universidade Federal de Santa Catarina, Núcleo de Estudos e Pesquisas em Educação Tecnológica Web site:
http://www.emc.ufsc.br/~nepet/Artigos/Resumo/Morin_01.htm
Owen, D. (1997). Sociology of Postmodernism. London: Sage.
Paulston, R. G. (1997). Mapping visual culture in Comparative Education discourse. Compare, 27 (2), 117-152.
Paulston, R. G. (1999). Mapping Comparative Education after postmodernity. Comparative Education Review, 43 (4), 438-463.
Popkewitz, T. (1997). Changing terrains of knowledge and power. A social epistemology of educational research. Educational Researcher, 26 (9), 18-30.
Popkewitz, T. (2000). National imaginaries, the indigenous foreigner, and power: Comparative Educational Research. In J. Schriewer (Ed.), Discourse formation in Comparative Education (pp. 261-294). Francfort: Peter Lang.
Siebers, T. (1994). Introduction. What does postmodernism want? Utopia. In T. Siebers (Ed.), Heterotopia: Post-modern utopia and the body politic (pp. 1-38). Ann Arbor, MI: The University of Michigan Press.
Snodgrass, A. (1992). Asian studies and the fusion of horizons. Asian Studies Review, 15, 81-94.
Watson, K. (2001). Introduction. Rethinking the role of comparative education. In K. Watson (Ed.), Doing comparative education research (pp. 9-22). Issues and problems. Oxford: Symposium Books.
Welch, A. (2000). New times, hard times: Re-reading Comparative Education in an age of discontent. In J. Schriewer (Ed.), Discourse formation in Comparative Education (pp. 189-226). Francfort: Peter Lang.
Welch, A. (2001). Globalisation, post-modernity and the State: Comparative Education facing the third millennium. Comparative Education, 37 (4), 475-492.
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2012-11-01
