Sobre el potencial crítico de los enfoques sociomateriales en educación

Resumen

Este artículo tiene como argumento central que el recientemente emergente enfoque sociomaterial tiene un inherente potencial crítico para la educación, pero esta capacidad no ha sido completamente puesta en práctica o explorada en estudios educativos. Para argumentar estas ideas, este artículo empieza, en primer lugar, con una concisa descripción de representacionalismo en contraposición al pensamiento relacional, y propone que los estudios sociomateriales deben situarse en esta última corriente. En consecuencia, la función crítica que es ampliamente apoyada en el pensamiento representacional –que es una función principalmente dirigida a desacreditar y develar– requiere ser repensada. Para concebir nuevamente esta función, el artículo en segundo lugar profundiza sobre las principales características de los estudios sociomateriales en educación para demostrar que tal pensamiento relacional toma forma dentro y durante la realización de la investigación sociomaterial. Estas características son decisivas para aprehender completamente la perspectiva crítica de los enfoques sociomateriales en educación. La función de la crítica, entonces, equivale a una actitud comprometida con las prácticas objeto de investigación y dirige la atención hacia la creatividad crítica que ofrece algunos horizontes de cambio.
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Biografía del autor/a

Mathias Decuypere

,
Katholieke Universiteit Leuven
Laboratory for Education and Society. Vesaliusstraat, 2 po Box 03761. Leuven, 3000, Belgium

Maarten Simons

,
Katholieke Universiteit Leuven
Laboratory for Education and Society. Vesaliusstraat, 2 po Box 03761. Leuven, 3000, Belgium
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