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Excision and reconfiguration of the Latin American pedagogical subject in times of pandemic

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No. 8 (2022): January-June 2022
https://doi.org/10.5354/2452-5014.2022.65844

Abstract

The purpose of this paper is to analyze the process of splitting and reconfiguration of the modern pedagogical subject in Latin America, in the time determined by the SARS-CoV-2 pandemic (COVID-19). To this end, we first examine the socio-historical conditions in which the Latin American pedagogical subject was constituted, considering the homogenization of social subjects and the strengthening of economic inequalities as defining conditions of modern education in the region. Subsequently, we try to make visible several aspects linked to the splitting of the pedagogical subject, derived, above all, from the conditions of confinement and distancing of the actors that constitute it, as well as the technologicalization of education. Finally, we propose lines of reflection with a view to the reconfiguration of the Latin American pedagogical subject, which allows the recognition of a complex and dynamic subject, located in singular temporal-spatial circumstances, and which enhances the integration of projects for the peoples that make up the Latin American territory.

Keywords:

Latin American pedagogical subject, complex subject, educational hegemony, pandemic, COVID-19

Author Biographies

Christian Cruz-Cruz, Universidad Nacional Autónoma de México

Student of the PhD in Pedagogy, Universidad Nacional Autónoma de México, Mexico City, Mexico; Master in Pedagogy, Universidad Nacional Autónoma de México.

Verónica Luna-Hernández, Universidad Nacional Autónoma de México

Student of the PhD in Pedagogy, Universidad Nacional Autónoma de México, Mexico City, Mexico; Master in Educational Development and Planning, Universidad Autónoma Metropolitana, Mexico.

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How to Cite
Cruz-Cruz, C., & Luna-Hernández, V. (2021). Excision and reconfiguration of the Latin American pedagogical subject in times of pandemic. Revista Saberes Educativos, (8), 69–88. https://doi.org/10.5354/2452-5014.2022.65844
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Revista Saberes Educativos
Facultad de Filosofía y Humanidades
Universidad de Chile
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