A dominant paradigm: the educational positivism

Abstract

The objective of the present article is to inquire for subjects that grow under the robe of the modern conception, view this as a configured episteme of subjectivities. The method, based on a problematizing critical hermeneutic, allows you to divide the text into three parts: the first, studies in depth the concept of "modernity" and ethical action. The second, referenced as "prostheses of modernity", points out created and used mechanisms to configure prone subjectivities to the model that breeds them. The third focuses on the subject, identifying characteristics by way of symptoms, showing the tension between social and educational. It also says that all political action is fitted with its own reaction, and that this is the generator of the socio-cultural transformations. Concludes the article warning that the school, as all cultural project, serves purposes - political and economic - and that corresponds to its "users" speak it to put it on the basis of the transformation of the shameful reality. Point out that the school is not in crisis, yes simplistic and deterministic model that tries to objectify and subjectivist to the person using the reification and solipsism. Finally committed to a school - another - beyond modern episteme and that "nuestro americano" shows the ways of thinking.