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Revista de Educación - Año de inicio: 2010 - Periodicidad: 3 por año
https://fh.mdp.edu.ar/revistas/index.php/r_educ - ISSN 1853-1318 (impresa) - ISSN 1853-1326 (en línea)

Re-pensar la investigación curricular en la condición posthumana: Una postura posthumanista crítica

Petro Du Preez, Lesley Le Gange, Shan Simmonds, Jonás Bergonzi Martínez, Geraldina Goñi


En la era de la reconceptualización de los estudios curriculares, los académicos abrevan en una serie de teorías como el existencialismo, la fenomenología, el psicoanálisis, el feminismo, el postestructuralismo y, especialmente, la teoría crítica. Utilizan la teoría crítica como lente para examinar la influencia de las fuerzas sociales y políticas en el currículo, en particular el papel de las ideologías dominantes en la educación de las sociedades capitalistas. En este artículo exploramos algunas de las limitaciones que esto tiene, especialmente con respecto a la actual condición posthumana, sin repudiar todos los beneficios que ha ofrecido. A continuación, repensamos los estudios curriculares en la condición posthumana, basándonos en las ideas de una corriente concreta del posthumanismo, el posthumanismo crítico. Experimentamos tanto con lo real, como con lo que un sujeto reconceptualizado (ecológico) podría significar para la investigación curricular en Sudáfrica. En nuestra exploración, re-pensamos los conceptos de currículo: currículo vivido, currículo como una conversación complicada y currere

Palabras clave

conversaciones complicadas; pedagogía crítica; posthumanismo crítico; teoría crítica; indagación ncurricular; currículo vivido; subjetividad subjetividad; ubuntu-currere

Texto completo:



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Revista de Educación es una revista de la Facultad de Humanidades de la Universidad Nacional de Mar del Plata.
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