Myth and education
In 21st century early decades it is not senseless to relate the terms ‘myth’ and ‘pedagogy’, especially on the basis that myth is essentially a narrative act. It is highlighted that narrative is -must be- a constituent factor in all the stages the progressive and not always successful building of th...
- Autores:
- Tipo de recurso:
- http://purl.org/coar/resource_type/c_6872
- Fecha de publicación:
- 2015
- Institución:
- Universidad Pedagógica y Tecnológica de Colombia
- Repositorio:
- RiUPTC: Repositorio Institucional UPTC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.uptc.edu.co:001/13398
- Acceso en línea:
- https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/3758
https://repositorio.uptc.edu.co/handle/001/13398
- Palabra clave:
- pedagogy
myth
culture
language
group
pedagogía
mito
cultura
lenguaje
colectivo
pédagogie
mythe
culture
langage
collectif.
pedagoga
mito
cultura
linguagem coletivo.
- Rights
- License
- http://purl.org/coar/access_right/c_abf373
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Myth and education |
| dc.title.es-ES.fl_str_mv |
Mito y pedagogía |
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Mythe et pédagogie |
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Mito e pedagogia |
| title |
Myth and education |
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Myth and education pedagogy myth culture language group pedagogía mito cultura lenguaje colectivo pédagogie mythe culture langage collectif. pedagoga mito cultura linguagem coletivo. |
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Myth and education |
| title_full |
Myth and education |
| title_fullStr |
Myth and education |
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Myth and education |
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Myth and education |
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pedagogy myth culture language group |
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pedagogy myth culture language group pedagogía mito cultura lenguaje colectivo pédagogie mythe culture langage collectif. pedagoga mito cultura linguagem coletivo. |
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pedagogía mito cultura lenguaje colectivo |
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pédagogie mythe culture langage collectif. |
| dc.subject.pt-BR.fl_str_mv |
pedagoga mito cultura linguagem coletivo. |
| description |
In 21st century early decades it is not senseless to relate the terms ‘myth’ and ‘pedagogy’, especially on the basis that myth is essentially a narrative act. It is highlighted that narrative is -must be- a constituent factor in all the stages the progressive and not always successful building of the human being passes through in this world. Despite the bodily senses and the inherent attributes of the human condition, without narrative it is not possible to reach fully human status, which consists mainly in the ability each one has to turn himself/herself into words, and to build and turn into words the reality from the languages transmitted by those identified as ‘host structures’ (co-offspring, co-residency, co-transcendence, and co-mediation), whose primary mission is to provide languages for the human being in every season of his/her biographical journey, from birth to death. |
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2015 |
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2024-07-05T19:04:10Z |
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2024-07-05T19:04:10Z |
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2015-07-02 |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/3758 10.19053/22160159.3758 |
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https://repositorio.uptc.edu.co/handle/001/13398 |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/3758/3543 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/3758/html |
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application/pdf text/html |
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Universidad Pedagógica y Tecnológica de Colombia |
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Praxis & Saber; Vol. 6 No. 12 (2015): Pedagogía e Interculturalidad; 15 - 29 |
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Praxis & Saber; Vol. 6 Núm. 12 (2015): Pedagogía e Interculturalidad; 15 - 29 |
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Praxis & Saber; Vol. 6 No 12 (2015): Pedagogía e Interculturalidad; 15 - 29 |
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Praxis & Saber; V. 6 N. 12 (2015): Pedagogía e Interculturalidad; 15 - 29 |
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Praxis & Saber; v. 6 n. 12 (2015): Pedagogía e Interculturalidad; 15 - 29 |
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2462-8603 2216-0159 |
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2015-07-022024-07-05T19:04:10Z2024-07-05T19:04:10Zhttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/375810.19053/22160159.3758https://repositorio.uptc.edu.co/handle/001/13398In 21st century early decades it is not senseless to relate the terms ‘myth’ and ‘pedagogy’, especially on the basis that myth is essentially a narrative act. It is highlighted that narrative is -must be- a constituent factor in all the stages the progressive and not always successful building of the human being passes through in this world. Despite the bodily senses and the inherent attributes of the human condition, without narrative it is not possible to reach fully human status, which consists mainly in the ability each one has to turn himself/herself into words, and to build and turn into words the reality from the languages transmitted by those identified as ‘host structures’ (co-offspring, co-residency, co-transcendence, and co-mediation), whose primary mission is to provide languages for the human being in every season of his/her biographical journey, from birth to death.En estas primeras décadas del siglo XXI poner en relación los vocablos «mito» y «pedagogía» no es ningún despropósito, especialmente si se parte de la base que el mito fundamentalmente es narración en acto. Ha de subrayarse el hecho de que, desde el nacimiento hasta la muerte, el narrar es —debería ser— un factor constituyente en todas las etapas por las que atraviesa la progresiva y no siempre exitosa edificación del ser humano en este mundo. A pesar de disponer de los sentidos corporales y de los atributos inherentes a la condición humana, sin narración no hay posibilidad de que el hombre o la mujer concretos alcancen en plenitud el estatuto de humanos. Este consiste sobre todo en la capacidad de empalabrarse a sí mismo y de construir y empalabrar la realidad a partir de los lenguajes que le son transmitidos por las que se designan con la expresión «estructuras de acogida» (codescendencia, corresidencia, cotrascendencia y comediación), cuya misión fundamental consiste en ofrecer lenguajes al ser humano en todas las estaciones de su periplo biográfico desde el nacimiento hasta la muerte. Au cours des premières décennies du XXIème siècle, établir un lien entre les mots ‘mythe’ et ‘pédagogie’ ne semblent pas hors de propos, plus spécialement si l’on part du principe que le mythe est fondamentalement un récit en action. Il faut souligner le fait que, depuis la naissance jusqu’à la mort, le fait de raconter est —ou devrait être— un facteur constituant de toutes les étapes traversées par l’être humain pour sa progression et son développement dans le monde qui ne se voit toutefois pas toujours couronné par un succès. En dépit de disposer des sens corporels et des attributs inhérents à la condition humaine, sans le récit il n’est pas possible que l’homme ou la femme concrets puissent atteindre pleinement le stade d’humains. Ceci consiste surtout dans la capacité d’enrichir son propre vocabulaire et de construire et de donner des noms à la réalité à partir des langages qui nous sont transmis par ceux que je désigne sous l’expression de ‘structures d’accueil’ (co-descendance, corésidence, co-transcendance et co-médiation), dont la mission fondamentale consiste à offrir des langages à l’être humain lors de toutes les étapes de son périple biographique depuis sa naissance jusqu’à sa mort.Nestas primeiras décadas do século XXI pôr em relação os vocábulos «mito» e «pedagogia» não é nenhum desproposito, especialmente quando se parte da base que o mito fundamentalmente é narração em ocorrência. Tem de salientar-se o fato que, desde o nascimento até a morte, o narrar é –deveria ser– um fator constituinte em todas as etapas pelas que cruza a progressiva e não sempre exitosa edificação do ser humano neste mundo. Embora dispuser dos sentidos corporais e dos atributos inerentes à condição humana, sem narração não tem possibilidade que o homem ou a mulher, concretos, atinjam em plenitude o estatuto de humanos. Aquele consiste sobre tudo na capacidade de se encorajar em falar a se mesmo e de construir e encorajar a realidade a partir das linguagens que lhe são transmitidas pelas que se designam com a expressão «estruturas de acolhida» (co - descendência, co – residência, co – transcendência e co – mediação), cuja missão fundamental consiste em erecer linguagens ao ser humano em todas as estações do seu percurso biográfico desde o nascimento até a morte.application/pdftext/htmlspaspaUniversidad Pedagógica y Tecnológica de Colombiahttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/3758/3543https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/3758/htmlPraxis & Saber; Vol. 6 No. 12 (2015): Pedagogía e Interculturalidad; 15 - 29Praxis & Saber; Vol. 6 Núm. 12 (2015): Pedagogía e Interculturalidad; 15 - 29Praxis & Saber; Vol. 6 No 12 (2015): Pedagogía e Interculturalidad; 15 - 29Praxis & Saber; V. 6 N. 12 (2015): Pedagogía e Interculturalidad; 15 - 29Praxis & Saber; v. 6 n. 12 (2015): Pedagogía e Interculturalidad; 15 - 292462-86032216-0159pedagogymythculturelanguagegrouppedagogíamitoculturalenguajecolectivopédagogiemytheculturelangagecollectif.pedagogamitoculturalinguagem coletivo.Myth and educationMito y pedagogíaMythe et pédagogieMito e pedagogiainfo:eu-repo/semantics/articlehttp://purl.org/coar/resource_type/c_6872http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a456http://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/access_right/c_abf373http://purl.org/coar/access_right/c_abf2Duch Álvarez, Lluís001/13398oai:repositorio.uptc.edu.co:001/133982025-07-18 11:44:11.737metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCrepositorio.uptc@uptc.edu.co |