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Condición postmoderna y esbozo de una nueva pedagogía emancipatoria. Un pensamiento diferente para el siglo XXI

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Author(s): Antonio Bernal

Journal: Revista de Estudios Sociales
ISSN 0123-885X

Issue: 42;
Start page: 27;
Date: 2012;
Original page

Keywords: Postmodernity | Emancipation | Critical Theory | Educational Theory | Educational Reform.

ABSTRACT
Postmodernism represents a social condition in its own right and symbolizes a new era, distinct from that known as modernity. The postmodern condition proclaims pluralism, difference, heterogeneous perspectives, the specificity of individual cases, and the little stories ignored by modernity. The postmodern critique has exposed the false certainties of modernity, possibly making us wiser but lacking alternatives. The processes of modernization and post-modernization have made it possible to turn in on ourselves, critically placing us between our needs and our rights. In this context, a new social vision has emerged around the critical importance of the phenomena of subjectivity and the construction of the subject. Contemporary critical pedagogy, which is especially concerned with emancipation, was founded on the old ideals of the Enlightenment and developed with modern narrative categories. After the postmodern critique and the recognition that social practices have changed profoundly, we need to conceive of emancipatory pedagogy in new ways in order to allow the subject as much protagonism as possible. This implies a profound transformation of education, which can no longer be considered merely in terms of the economic and productive development of society.
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