La resolución de problemas puede ser sometida a debate: fantasmagramas performativos de crisis en la reforma educativa Stem2 de Estados Unidos

  • Lei Zheng
    Universidad de Wisconsin-Madison

Resumen

Aceptando que los estudios del currículum suelen centrarse en la organización, planificación y ordenamiento de los conocimientos, ya sea de manera normativa o crítica, la historia del currículum consiste menos en examinar el currículum del pasado que en estudiar las prácticas históricas que se entrecruzan en las formas de organizar el conocimiento. Con el giro producido hacia el enfoque performativo en los estudios científicos, este artículo debate sobre las formas de imaginar y materializar «situaciones» y «problemas» expresados en la educación STEM como crisis de la futura supervivencia por medio de una historiografía performativa. El artículo comenzará presentando los estudios de la ciencia poshumanista sobre la performatividad y los conceptos de «fantasmagrama» de Michelle Murphy (2017), para responder de las condiciones conceptuales-materiales-afectivas de los instrumentos que configuran el espacio tiempo y dan estabilidad a los fenómenos. Así, primero abordará los estudios existentes en historia y sociología de la ciencia para debatir cómo se inventó «la situación de la vida real» por medio de experimentos militares y científicos estadounidenses que la sustituyeron como condición de su producción durante el periodo de la guerra mundial y la posguerra. A continuación, propondré dos experimentos (el experimento de conducta de pánico de Mintz y el Movimiento Espacial de la Tierra) para examinar cómo el fantasma de la crisis fue coconfigurado con la simulación científica de resolución de problemas colectiva a ambas escalas micro y macro durante los años 1950-1970. Por último, se presentará cómo este fantasmagrama de la crisis empujó el currículum de anticipación y la pedagogía de la «resolución de problemas» para preparar a los estudiantes estadounidenses para la supervivencia global en y después de los años 1980.
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(Traducción de Elena Patricia Hernández Rivero, Universidad de Salamanca)
Zheng, L. (2022). La resolución de problemas puede ser sometida a debate: fantasmagramas performativos de crisis en la reforma educativa Stem2 de Estados Unidos. Historia De La Educación, 40(1), 199–220. https://doi.org/10.14201/hedu202140199220

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