Publication: Tecnologías y dispositivos pedagógicos en la reforma educativa (LOMCE) española: hacia el sujeto emprendedor y las fronteras sociales
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2017
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Instituto Nacional de Antropología y Pensamiento Latinoamericano
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Abstract
En el presente texto desarrollamos un examen pormenorizado de la reforma educativa en curso en España, al amparo de la Ley Orgánica de Mejora de la Calidad Educativa (LOMCE) aprobada en el año 2013. Pretendemos desplegar un análisis crítico de dicha reforma atendiendo a los dispositivos específicos que ha generado y que tienen un efecto claro en las trayectorias escolares. Partiremos del estudio de ese conjunto de prácticas, discursivas y no discursivas, para dar cuenta de las subjetividades concretas que produce, acordes con ciertas cualidades comportamentales. Nos interesamos por cómo se ha redefinido el sistema educativo –flexible, “adaptado” a la diversidad de alumnos– y la delimitación misma del sujeto educando, sobre el cual se ha focalizado la centralidad de la autonomía y el desarrollo de competencias. Estos dispositivos pedagógicos, por un lado resignifican la relación de los sujetos con el saber, y por otro, tienen un efecto claro en la multiplicidad de itinerarios formativos que son acordes con los procesos de construcción diferencial de las poblaciones. La resignificación naturalizante de la “diversidad”, que borra su carácter sociocultural al plantearla en términos de “talentos”, desestima de partida la consideración de una educación que tome en cuenta la variabilidad intercultural. A partir de la constatación de las implicaciones de estos aspectos, creemos necesario vincular los dispositivos de la LOMCE con el contexto productivo en el que se inscribe. Así insertamos esta reforma en el marco más amplio de las políticas neoliberales que, entre otras cosas, reconfiguran la condición del trabajador por la del sujeto empleable, con consecuencias palmarias en la percepción de los derechos ciudadanos mismos.
In this text we develop a close exam of the current educational reform in Spain, specifically around the Ley Orgánica de Mejora de la Calidad Educativa (LOMCE) passed in 2013. We pretend to display a critical analysis of this reform taking a look to specific devices that are generated, with a clear effect on school trajectories. We start studying a group of discursive and non-discursive practices, to show later the subjectivities that are produced, according to certain behavioral characteristics. We are especially interested in how this educational system is redefined –flexible, adapted to student´s diversity– and how these students are reshaped with the central focus on autonomy and the development of competences. These pedagogic devices also reshape the relationships between subjects and knowledge, and have a clear effect on multiple educational trajectories, all of it in line with the process of differential construction of population. The naturalizing resignification of “diversity”, which deletes its sociocultural character when is exposed in terms of “talents”, rejects right from the beginning any consideration about an educational system which keeps in mind intercultural variability. However, we believe that is necessary to link the LOMCE´s devices with a wider productive social context. Thus, we finally frame the reform in current neoliberal policies, which, among other things, transform the workers social condition to employable subjects, with clear consequences on social rights perceptions.
In this text we develop a close exam of the current educational reform in Spain, specifically around the Ley Orgánica de Mejora de la Calidad Educativa (LOMCE) passed in 2013. We pretend to display a critical analysis of this reform taking a look to specific devices that are generated, with a clear effect on school trajectories. We start studying a group of discursive and non-discursive practices, to show later the subjectivities that are produced, according to certain behavioral characteristics. We are especially interested in how this educational system is redefined –flexible, adapted to student´s diversity– and how these students are reshaped with the central focus on autonomy and the development of competences. These pedagogic devices also reshape the relationships between subjects and knowledge, and have a clear effect on multiple educational trajectories, all of it in line with the process of differential construction of population. The naturalizing resignification of “diversity”, which deletes its sociocultural character when is exposed in terms of “talents”, rejects right from the beginning any consideration about an educational system which keeps in mind intercultural variability. However, we believe that is necessary to link the LOMCE´s devices with a wider productive social context. Thus, we finally frame the reform in current neoliberal policies, which, among other things, transform the workers social condition to employable subjects, with clear consequences on social rights perceptions.