Pensar la educación desde la experiencia

Abstract

The aim of this text is to situate different dimensions of what we think of as pedagogical – as well as thought on education – in places that are different from the dominant ones, in scenarios very close to the body, understood as the event of existence, as scenario of struggle, resistance, and also as fi nitude. It is thus a matter of aiming at (non-metaphysical) thought on education that would confront singularity, contingency and uncertainty. Our aspiration is to think about education from a non-arrogant notion of experience, but marking differences with respect to the impersonal languages of techno-scientifi c rationality (intentional definitions of education), with respect to an idea of education as something having to do with a voacabulary devised to neutralize ambivalence (the languages of objectives, plans and strategies, projects, programmes and controlled actions) and with respect to that way of understanding education that has effectiveness as its fundamental criterion and whose emblematic fi gure is the expert.