Publication: Desmigar la lectura de un contenido epistémico a través de los subrayados de mi madre
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2022-06-29
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Abstract
Empezar a leer donde termina el escribir. Es bastante bonito.
Cuando mi madre falleció me llevé algunos de los libros que había en su biblioteca, una pequeña habitación con las paredes empapeladas de novelas, catálogos, ensayos. Hasta el techo. Me interesé especialmente por libros de teoría y empecé a leer La arqueología del saber, de Michel Foucault. Al abrirlo, me di cuenta de que mi madre lo había subrayado, lo había trabajado. Encontrarme con esas grafías afectó a mi lectura considerablemente, y en este trabajo he desarrollado una investigación plástica y teórica para entender de qué manera lo ha hecho.
Este escrito se centra en el valor deconstructivo del detalle a la hora de abordar la lectura de un contenido epistémico. A través de una búsqueda de factores contextuales y educativos, se han identificado diferentes constructos sociales y culturales en los que el conocimiento se ve jerarquizado, en los que unas ideas se descartan en pos de otras que se adecúan más al mantenimiento de un statu quo. A su vez, se han identificado una serie de características, que habitualmente se pasarían por alto, de los diferentes elementos con los que se ha trabajado, para revalorizar su pertinencia a la hora de configurar sentido. Por último, se han aplicado dichas características al propio cuerpo del texto y se han propuesto las bases de una forma de escritura no gramatical, no sujeta a las limitaciones específicas del logos, para ofrecer la posibilidad de construir una metodología que permita pensar contenido epistémico no semántico.
Este trabajo es, en sí mismo, una puesta en práctica de su propio contenido.
To start reading where the writing finishes. It’s quite nice. When my mother passed away I took home some of the books I found in her library, a small room with walls packed with novels, catalogs, essays. Floor to ceiling. I was especially interested in theory books and I started reading The Archeology of Knowledge, by Michel Foucault. When I opened it I realized that my mother had underlined it, that she had worked through the book. Coming across those marks considerably affected my reading, and in this project I’ve developed plastic and theoretical research to understand in what ways it has done so. This writing focuses on the deconstructive value of detail when approaching the reading of epistemic content. A search for contextual and educative factors has been employed to identify social and cultural constructs in which knowledge is hierarchized, in which certain ideas are discarded in favor of others more suited to maintaining a status quo. In turn, characteristics of the elements employed in this work, which would usually go unnoticed, have also been identified to emphasize their relevance when configuring meaning. Lastly, said characteristics have been applied in this text’s body, and the bases of a non-grammatical writing, free from the specific limitations of logos, have been proposed to offer the possibility of building a methodology that allows us to think non-semantic epistemic content. This work is, in and of itself, an implementation of it’s own content.
To start reading where the writing finishes. It’s quite nice. When my mother passed away I took home some of the books I found in her library, a small room with walls packed with novels, catalogs, essays. Floor to ceiling. I was especially interested in theory books and I started reading The Archeology of Knowledge, by Michel Foucault. When I opened it I realized that my mother had underlined it, that she had worked through the book. Coming across those marks considerably affected my reading, and in this project I’ve developed plastic and theoretical research to understand in what ways it has done so. This writing focuses on the deconstructive value of detail when approaching the reading of epistemic content. A search for contextual and educative factors has been employed to identify social and cultural constructs in which knowledge is hierarchized, in which certain ideas are discarded in favor of others more suited to maintaining a status quo. In turn, characteristics of the elements employed in this work, which would usually go unnoticed, have also been identified to emphasize their relevance when configuring meaning. Lastly, said characteristics have been applied in this text’s body, and the bases of a non-grammatical writing, free from the specific limitations of logos, have been proposed to offer the possibility of building a methodology that allows us to think non-semantic epistemic content. This work is, in and of itself, an implementation of it’s own content.