The educational foundations of contemporary experience: problematizations

Abstract

In order to join the debate about what some authors have been calling pedagogization or educationalization of social issues, this paper proposes an approach to the discursive performativity around the intensification of educational practices beyond its formal version, understanding this movement as a social and historical process that has an undeniable impact on the management of human behavior and, by extension, on the formation of educable citizens. The analysis, whose theoretical and methodological foundations are inspired in the thought of Michel Foucault, undertakes a cartographic contextualization of theoretical and practical initiatives around out-of-school education based on a set of texts published in ten national newspapers of wide circulation in the area of education during the last two decades (1995-2014). Such empirical data, defined here as a locus of circulation and validation of what has been produced in the non-formal educational practices in recent times, offer special opportunity for a questioning of the new features the educational horizon has assumed. Therefore, the aim is to produce an inventory of thematizations, theories and methods that can be distinguished from the educational practices located outside the classical scope of school and, according to our hypothesis, that would carry a prominent educationalizating emphasis tending do permeate contemporary ways of life.