A rewriting of Bildung from posthumanism: deconstruction and new theoretical horizons
The elaboration of this writing is part of the current research entitled Rewriting Bildung in postmodernity based in the Faculty of Humanities and Arts of the National University of Rosario. This is a study that deepens the conceptual debate on the curriculum-didactic relationship from a postmodern...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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IRICE (CONICET-UNR)
2023
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| Acceso en línea: | https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1675 |
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| Sumario: | The elaboration of this writing is part of the current research entitled Rewriting Bildung in postmodernity based in the Faculty of Humanities and Arts of the National University of Rosario. This is a study that deepens the conceptual debate on the curriculum-didactic relationship from a postmodern perspective and advances towards a rewriting of Bildung considering new meanings for teaching, content and its relationship with knowledge as well as education for democracy and debates on new literacies. It should be noted that this paper presents partial results linked to the theoretical challenge of rewriting a concept typical of the 18th century, which emerged in Germany, from a posthuman perspective that questions social and educational processes typical of the 21st century.
From here, some ideas elaborated in the framework of the aforementioned research are presented, which start from the purpose of broadening the theoretical horizons of Bildung to problematize contemporary educational processes. For this, three sections are presented. First, Bildung is addressed as an epistemological, ethical and political concept. It then proceeds to carry out an exercise of deconstruction of Bildung as a universal, Eurocentric and modern metanarrative to, finally, draw theoretical lines that allow us to recognize the potentiality of Bildung towards posthuman senses in the so-called postmodernity. From this perspective, some contributions of posthumanism are recovered that enhance the projections of Bildung, turning it into a fertile concept to think about and question contemporary educational processes. Finally, some reflections are presented based on the proposed theoretical itinerary. |
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