Existencia y representación política en el maestro
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https://revistas.usantotomas.edu.co/index.php/albertus-magnus/article/view/10416
10.15332/25005413.10416
10.15332/25005413.10416
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El documento busca introducir la problematización sobre la representación política, situando elementos de orden existencial en la vida de los maestros. En la sección titulada Buscando la memoria de la representación política de los maestros, se desarrolla la idea de la memoria con algunas referencias al magisterio de la Iglesia Católica en pronunciamientos sobre la labor de los maestros y la educación. La siguiente sección, titulada Cotidianidad educativa y sentidos soteriológicos, pretende darle continuidad al problema de la memoria y de la representación política y existencial del maestro desde un anclaje patrístico, inspirado evocativamente en la obra del doctor de la Iglesia San Máximo el Confesor. La última parte y las conclusiones sitúan el problema y el propósito de la necesaria inclusión de formas narrativas que permitan, de verdad, emancipar al hombre del yugo de Leviatán. El trabajo se aventura en los terrenos de la exploración mediante símbolos que han sido erosionados por la modernidad. Delinea una arqueología del saber sobre elementos del saber educativo desde una concepción cristiana que hoy resulta ajena para muchos espíritus modernos, dada la crisis y catástrofe metafísica que marca nuestra experiencia educativa posmoderna y neoliberal, muy ajena incluso a la mentalidad libertaria de nuestros maestros de escuela, como Fernando González, y cuyo epígrafe, plasmado en el año de 1941 en su libro El maestro de escuela, nos ha servido para introducir este documento.
The document seeks to introduce the problematization of political representation, placing elements of existential order in the lives of teachers. In the section, titled: Searching for the memory of the political representation of teachers, the idea of memory is developed with some references to the teaching of the Catholic Church in statements about the work of teachers and education. The following section entitled Educational everyday life and soteriological meanings aims to give continuity to the problem of memory and the political and existential representation of the teacher from a patristic anchor evocatively inspired by the work of the doctor of the church, Saint Maximus the Confessor. The last part and the conclusions situate the problem and the purpose of the necessary inclusion of narrative forms that truly allow man to emancipate himself from the yoke of Leviathan. The work ventures into the realms of exploration through symbols that have been eroded by modernity. It outlines an archeology of knowledge about elements of educational knowledge from a Christian conception that today is foreign to many modern spirits given the metaphysical crisis and catastrophe that marks our post-modern and neoliberal educational experience, very foreign even to the libertarian mentality of our school teachers. like Fernando González, and whose epigraph captured in the year 1941 in his book The School Teacher has served us to introduce this document.
The document seeks to introduce the problematization of political representation, placing elements of existential order in the lives of teachers. In the section, titled: Searching for the memory of the political representation of teachers, the idea of memory is developed with some references to the teaching of the Catholic Church in statements about the work of teachers and education. The following section entitled Educational everyday life and soteriological meanings aims to give continuity to the problem of memory and the political and existential representation of the teacher from a patristic anchor evocatively inspired by the work of the doctor of the church, Saint Maximus the Confessor. The last part and the conclusions situate the problem and the purpose of the necessary inclusion of narrative forms that truly allow man to emancipate himself from the yoke of Leviathan. The work ventures into the realms of exploration through symbols that have been eroded by modernity. It outlines an archeology of knowledge about elements of educational knowledge from a Christian conception that today is foreign to many modern spirits given the metaphysical crisis and catastrophe that marks our post-modern and neoliberal educational experience, very foreign even to the libertarian mentality of our school teachers. like Fernando González, and whose epigraph captured in the year 1941 in his book The School Teacher has served us to introduce this document.
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representation, teacher, politics, memory, education, representación, maestro, política, memoria, educación