Gobierno de los pobres, culturas y saber pedagógico: algunas líneas de fuerza emergentes en la configuración del dispositivo escolarizador público en Colombia

Abstract

This article problematizes some recent educational policies and the scenario of public education in Colombia, based upon the results of several studies. It argues that a specific schooling deployment mechanism that regulates teachers’ practices is being created. This mechanism tends to intensify their governmen- tal practices on students and to weaken their practices of knowledge. This deployment would have the following central effects: (i) the intensification of representations –especially amongst the poorest and those responsible for public education– according to which the right to education depends more on students and their families, than on the State or schools, (ii) the intensification of multi- cultural, rather than intercultural, approaches that tend to ignore the political dimension of interculturalism, as well as a meaningful dialogue between school knowledge and that of subordinate groups, (iii) transformations in the peda- gogical knowledge of teachers, that would indicate a weakening of traditional pedagogy and the reflexive and autonomous pluralization, but at the same time, the individualization of pedagogical practices.