Identity, equality, and education
our current world introduces itself as a unique and omnipresent world: the world of the globalized capitalism in which all the relationships, to a greater or lesser extent, have been commercialized, and everything (products and information) can arrive to every corner of the planet. diversity is acce...
- Autores:
- Tipo de recurso:
- http://purl.org/coar/resource_type/c_6611
- Fecha de publicación:
- 2013
- Institución:
- Universidad Pedagógica y Tecnológica de Colombia
- Repositorio:
- RiUPTC: Repositorio Institucional UPTC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.uptc.edu.co:001/13331
- Acceso en línea:
- https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/2046
https://repositorio.uptc.edu.co/handle/001/13331
- Palabra clave:
- identity
equality
subjectivity
egalitarian education
identidad
igualdad
subjetividad
educación igualitaria.
identité
égalité
subjectivité
éducation égalitaire.
identidade
igualdade
subjetividade
educação igualitária.
- Rights
- License
- http://purl.org/coar/access_right/c_abf112
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Identity, equality, and education |
| dc.title.es-ES.fl_str_mv |
Identidad, igualdad y educación |
| dc.title.fr-FR.fl_str_mv |
Identité, égalité, éducation |
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Identidade, igualdade e educação |
| title |
Identity, equality, and education |
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Identity, equality, and education identity equality subjectivity egalitarian education identidad igualdad subjetividad educación igualitaria. identité égalité subjectivité éducation égalitaire. identidade igualdade subjetividade educação igualitária. |
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Identity, equality, and education |
| title_full |
Identity, equality, and education |
| title_fullStr |
Identity, equality, and education |
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Identity, equality, and education |
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Identity, equality, and education |
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identity equality subjectivity egalitarian education |
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identity equality subjectivity egalitarian education identidad igualdad subjetividad educación igualitaria. identité égalité subjectivité éducation égalitaire. identidade igualdade subjetividade educação igualitária. |
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identidad igualdad subjetividad educación igualitaria. |
| dc.subject.fr-FR.fl_str_mv |
identité égalité subjectivité éducation égalitaire. |
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identidade igualdade subjetividade educação igualitária. |
| description |
our current world introduces itself as a unique and omnipresent world: the world of the globalized capitalism in which all the relationships, to a greater or lesser extent, have been commercialized, and everything (products and information) can arrive to every corner of the planet. diversity is accepted as one more element of the (commercial or cultural) merchandise’s circulation, and fits a homogeneous frame in which everything has an allocated place. some contributions from alain badiou are employed in this work in order to deal with this matter, trying to show its constitutive scheme, and to offer some alternative perspectives. the main interest is to display the possibility of thinking a world that makes space to all the possible worlds, and not a world that is the result of the mere planetary subjugation to the expansion of the capital, nor the simple “tolerant” acceptance of the “other”. the link among humans’ conception will be the basis to re-think the education matter in today’s world. |
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2013 |
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2024-07-05T19:03:57Z |
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2024-07-05T19:03:57Z |
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2013-01-27 |
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info:eu-repo/semantics/article |
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http://purl.org/coar/version/c_970fb48d4fbd8a85 |
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http://purl.org/coar/resource_type/c_6611 |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/2046 10.19053/22160159.2046 |
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https://repositorio.uptc.edu.co/handle/001/13331 |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/2046 https://repositorio.uptc.edu.co/handle/001/13331 |
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http://purl.org/coar/access_right/c_abf2 |
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application/pdf |
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Universidad Pedagógica y Tecnológica de Colombia |
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Praxis & Saber; Vol. 4 No. 7 (2013): Filosofía de la Educación y Enseñanza de la Filosofía; 17 - 33 |
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Praxis & Saber; Vol. 4 Núm. 7 (2013): Filosofía de la Educación y Enseñanza de la Filosofía; 17 - 33 |
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Praxis & Saber; Vol. 4 No 7 (2013): Filosofía de la Educación y Enseñanza de la Filosofía; 17 - 33 |
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Praxis & Saber; V. 4 N. 7 (2013): Filosofía de la Educación y Enseñanza de la Filosofía; 17 - 33 |
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Praxis & Saber; v. 4 n. 7 (2013): Filosofía de la Educación y Enseñanza de la Filosofía; 17 - 33 |
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2462-8603 2216-0159 |
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2013-01-272024-07-05T19:03:57Z2024-07-05T19:03:57Zhttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/204610.19053/22160159.2046https://repositorio.uptc.edu.co/handle/001/13331our current world introduces itself as a unique and omnipresent world: the world of the globalized capitalism in which all the relationships, to a greater or lesser extent, have been commercialized, and everything (products and information) can arrive to every corner of the planet. diversity is accepted as one more element of the (commercial or cultural) merchandise’s circulation, and fits a homogeneous frame in which everything has an allocated place. some contributions from alain badiou are employed in this work in order to deal with this matter, trying to show its constitutive scheme, and to offer some alternative perspectives. the main interest is to display the possibility of thinking a world that makes space to all the possible worlds, and not a world that is the result of the mere planetary subjugation to the expansion of the capital, nor the simple “tolerant” acceptance of the “other”. the link among humans’ conception will be the basis to re-think the education matter in today’s world.Nuestro mundo actual se nos presenta como “un” mundo, único y omnipresente: el mundo del capitalismo globalizado en el que todas las relaciones, en mayor o menor medida, se han mercantilizado y todo (productos o informaciones) puede llegar a cualquier rincón del planeta. La diversidad es asumida como un elemento más de la circulación de mercancías (comerciales o culturales) y completa un cuadro homogéneo en el que cada cosa tiene su lugar asignado. En este trabajo emplearemos algunos aportes de Alain Badiou para abordar esta cuestión, intentando mostrar su entramado constitutivo, y ofrecer algunas perspectivas alternativas. En especial nos interesará exhibir la posibilidad de pensar un mundo que dé lugar a todos los mundos posibles, y que no sea el mero sometimiento planetario a la expansión del capital ni la simple aceptación “tolerante” del “otro”. Esta concepción del vínculo entre los humanos será la base para repensar la cuestión educativa en el mundo de hoy. Notre monde actuel nous est présenté comme “un” monde, unique et omniprésent: le monde du capitalisme globalisé dans lequel toutes les relations, d’une manière plus ou moins importante, se sont commercialisées et tout (produits ou informations) peut atteindre n’importe quel endroit de la planète. La diversité est assumée comme un élément supplémentaire de la circulation des marchandises (commerciales ou culturelles) et complète un tableau homogène dans lequel toutes les choses ont un lieu qui leur est assigné. Dans ce travail, nous utiliserons certains apports d’Alain Badiou pour aborder cette question, en essayant de démontrer sa trame constitutive et d’offrir quelques perspectives alternatives. Nous nous intéresserons plus spécialement dans le fait de présenter la possibilité de penser un monde qui donne lieu à tous les mondes possibles, et qui ne soit pas la simple soumission planétaire à l’expansion du capital ni la simple acceptation “tolérante” de “l’autre”. Cette conception du lien entre les humains sera la base pour repenser la question éducative dans le monde actuel.O mundo atual se nos apresenta como “um” mundo único e omnipresente: o mundo do capitalismo globalizado, no que todas as relações, em maior ou menor medida, têm-se mercantilizado e tudo (produtos e informações) podem chegar a qualquer canto do planeta. A diversidade é assumida como mais um elemento da circulação de mercadorias (comerciais ou culturais) e completa um quadro homogêneo no que cada coisa tem seu lugar destinado. Neste trabalho usaremos alguns aportes de Alain Badiou para afrontar esse quesito, tentando mostrar seu tecido e oferecer algumas perspectivas alternativas. Interessa-nos especialmente pôr à vista a possibilidade de pensar um mundo que dê abertura a todos os mundos possíveis, e que não seja só o submetimento planetário à expansão do capital nem a simples aceitação “tolerante” do “outro”. Essa concepção do elo entre os humanos será a base para repensar a educação no mundo de hoje.application/pdfspaspaUniversidad Pedagógica y Tecnológica de Colombiahttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/2046/2047Praxis & Saber; Vol. 4 No. 7 (2013): Filosofía de la Educación y Enseñanza de la Filosofía; 17 - 33Praxis & Saber; Vol. 4 Núm. 7 (2013): Filosofía de la Educación y Enseñanza de la Filosofía; 17 - 33Praxis & Saber; Vol. 4 No 7 (2013): Filosofía de la Educación y Enseñanza de la Filosofía; 17 - 33Praxis & Saber; V. 4 N. 7 (2013): Filosofía de la Educación y Enseñanza de la Filosofía; 17 - 33Praxis & Saber; v. 4 n. 7 (2013): Filosofía de la Educación y Enseñanza de la Filosofía; 17 - 332462-86032216-0159identityequalitysubjectivityegalitarian educationidentidadigualdadsubjetividadeducación igualitaria.identitéégalitésubjectivitééducation égalitaire.identidadeigualdadesubjetividadeeducação igualitária.Identity, equality, and educationIdentidad, igualdad y educaciónIdentité, égalité, éducationIdentidade, igualdade e educaçãoinfo:eu-repo/semantics/articlehttp://purl.org/coar/resource_type/c_6611http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a195http://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/access_right/c_abf112http://purl.org/coar/access_right/c_abf2Cerletti, Alejandro001/13331oai:repositorio.uptc.edu.co:001/133312025-07-18 11:43:54.876metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCrepositorio.uptc@uptc.edu.co |