Jaume Martínez Bonafé

Los libros de texto como práctica discursiva

En los debates y tertulias entre profesionales de la ensenanza a menudo nos referimos a los libros de texto o de un modo mas generico a los materiales curriculares como si estos fueran un recurso para la ensenanza en el aula. En aquel tradicional y clasico esquema que aprendimos desde los enfoques tecnocraticos y positivistas para la planificacion del trabajo en el aula, en efecto, definiamos la programacion de la ensenanza identificando los objetivos, los contenidos, las actividades, los recursos y la evaluacion, siendo el libro de texto un elemento obligado del apartado “recursos”. Mi intencion, en este capitulo, es desbordar este restrictivo marco de significado para ofrecer una mirada algo mas compleja sobre el sentido y el uso del libro de texto en las escuelas.

Sujeto político y educación pública

Against essentialist looks besieging the concept of political subject as an a priori, it is proposed here reflect on the dynamic and dialogic process of construction of the subject and the conditions required: the event, the construction of situations, the political drift, the desire of rebellion, and the production of knowledge, the creation of meaning. Education is a social field in constant dispute, at least in Europe for universal policies, in the nineteenth century, but the current extreme situation conflicting positions. Education -in Bourdieus notion of social space where agents equipped with different cultural capitals dispute its hegemony. Education can be a laboratory in which to test the possibilities and limits of public political project of citizenship, the project of the public sphere. I think that education can contribute, therefore, to the construction of the political subject if it facilitates the conceptual and procedural tools for policy learning reading of reality, to analyze what holds us to understand that we confers identity and subjectivity. Education will be truly educational if you feed the desire to walk and explore new possibilities of living in a dialogic understanding the differences; will be truly educational if active teaching strategies that allow the creation of life experiences based in the rebel gesture against all forms o control.