De la instrucción a la literalización
DOI:
https://doi.org/10.15359/ree.13-1.2Keywords:
education, psychology, subjectivity, languageAbstract
In this paper about Psychology of Education, I propose to distinguish the educational work centered in the instruction-evaluation relationship, which, following the structuralist Barthes, I’m understanding as an education based on critical truthfulness, from an educational work trying to recover all language possibilities, understood as literalization, that is, the appropriation by the educational subjects of a logos that the educational instruction-evaluation has robbed them of..
References
Barthes, R. (1983). Crítica y verdad. (6ª ed.). México: Siglo veintiuno editores.
Dengo, M. (2001). Educación costarricense. (5ª Reimpres.). San José, Costa Rica: EUNED.
Genovard, C., Gotzens, C. & Montané, J. (1983). Psicología de la Educación. Una nueva perspectiva
interdisciplinaria. Barcelona, España: CEAC.
Hernández, G. (1998). Paradigmas en Psicología de la Educación. México: Paidós.
Neill, A. (1976). Summerhill. México: Fondo de Cultura Económica.
Sarramona, J. (1997). Fundamentos de Educación. Barcelona, España: CEAC.
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