6533b822fe1ef96bd127c95b
RESEARCH PRODUCT
Escuela, aburrimiento y rebeldía
Lucía GómezFrancisco J. Jódarsubject
H1-99PoderUNESCO::PSICOLOGÍA::Psicología del niño y del adolescente::Psicología escolarDiscurs psicopedagògiclcsh:History of scholarship and learning. The humanitiesDiscurso psicopedagógico; Política escolar; Poder; IdentidadIdentitatIdentidadpowerSocial sciences (General)Política escolarIdentity:PSICOLOGÍA::Psicología del niño y del adolescente::Psicología escolar [UNESCO]Powerlcsh:AZ20-999AZ20-999Discurso psicopedagógicoSchool policylcsh:H1-99History of scholarship and learning. The humanitiesschool policylcsh:Social sciences (General)Psicopedagogical discourseidentitydescription
This article intends to put light on some of the rationalization mechanisms of the boring and of the scholar disobedience presents at the modern psicopedagogical rationality. We carry on with this task spacing us out from a double position: the one that pathologies what challenge someone or defer from the established identities, and the one that turns violence into a simple phenomena of technical management and of production of expert wisdom. In order to rethink both scholar policy and psicopedagogical practices we will go deep on two phenomena by treating them as problematics. One of them is the 'institutional experience of going to the school'. The second one is inseparable from the above experience and it's both the boring and the disobedience situations we pointed before.
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2002-11-01 |