Event, subjectivity and historicity: critic guidelines in latin american didactics

Abstract

This paper gives an account of some epistemological ruptures and possibilities we found in Latin American intellectuals' and researchers' productions belonging to the didactics field, as they critically respond to dominant didactics during the neoliberal modernization implanted by military dictatorships starting in 1964 and now in crisis. These southern cone productions are the Theory of Didactic Event, Multidimensional Didactics, Non-Parametric Didactics, and Class Reconsideration as a research and teaching unit proposal. The text characterizes didactics' historic development as an intellectually georeferenced fragmentary field. Critical guidelines that wave through those productions are analyzed, such as the didactic phenomenon's nature and the locus of subject within it. The text draws  attention to the way they confront the alleged transparency and objectivity in knowledge transmission in education by deepening on the desire to know, curiosity, and the lack of knowledge historicity and subjectivity. In this context, the category of process as a structure becomes relevant in relation to the worldliness of development and the unpredictability of contingency that breaks stability. It enables us to comprehend the didactics field through epistemic categories in which formation leads to the historical and political of that which is constituent.