Pedagogía con carácter: aproximación a la disciplina pedagógica como campo de reflexión del sujeto de la educación a partir de Ricoeur
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Fecha
2020
Autores
Pallarès Piquer, Marc
Vicente Villalobos, José
Hernández Albarracín, Juan Diego
Cabero Fayos, Ismael
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Editor
Universidad Autónoma de Madrid
Resumen
Partimos de la idea que la pedagogía se centra en un sujeto de la educación que necesita de nexos con lo posible desde el anclaje a experiencias existenciales. El objetivo es recurrir a la concepción de carácter ricoeuriana desde la emergencia por abarcar cuestiones de constitución y de validez en función de proporcionar sentido y entidad a la formación. El resultado radica en que la reflexividad otorgada por Ricoeur a la noción de carácter nos facilita aceptar la idea de acción como constructo psicosocial orientado hacia una apertura de sí encauzada al reconocimiento de sí con relación a los otros. Concluimos que la noción de carácter permite aproximar la disciplina pedagógica a la realidad educativa, dilucidando la complementariedad de expectativas que se encuentran inscritas en su dinámica de funcionamiento, remarcando la simetría latente entre hechos y análisis.
We start from the idea that pedagogy focuses on a subject of education that needs links with the possible from the anchorage to existential experiences. The objective is to appeal to the conception of a Ricoeurian character from the emergency because it covers issues of constitution and validity in terms of providing meaning and entity to the training. The result is that the reflexivity granted by Ricoeur to the notion of character makes it easier for us to accept the idea of action as a psychosocial construct oriented towards an openness of himself directed to the recognition of oneself in relation to others. We conclude that the notion of character allows the pedagogical discipline to be approximated to the educational reality, elucidating the complementarity of expectations that are inscribed in its dynamics of operation, highlighting the latent symmetry between facts and analysis.
We start from the idea that pedagogy focuses on a subject of education that needs links with the possible from the anchorage to existential experiences. The objective is to appeal to the conception of a Ricoeurian character from the emergency because it covers issues of constitution and validity in terms of providing meaning and entity to the training. The result is that the reflexivity granted by Ricoeur to the notion of character makes it easier for us to accept the idea of action as a psychosocial construct oriented towards an openness of himself directed to the recognition of oneself in relation to others. We conclude that the notion of character allows the pedagogical discipline to be approximated to the educational reality, elucidating the complementarity of expectations that are inscribed in its dynamics of operation, highlighting the latent symmetry between facts and analysis.
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Palabras clave
Límite, Etica, Metafísica, Judaísmo, Barbarie, Ethics, Metaphysics, Judaism, Barbarism
Citación
Pallarès Piquer, M., Villalobos, J. V., Hernández Albarracín, J. D., & Cabero Fayos, I. (2020). Pedagogía con carácter: aproximación a la disciplina pedagógica como campo de reflexión del sujeto de la educación a partir de Ricoeur. Bajo Palabra, (24), 525–546. https://doi.org/10.15366/bp.2020.24.026