La Sociedad Desescolarizada 50 Años Después

Revisitando a Ivan Illich en la Era del COVID-19

Autores/as

DOI:

https://doi.org/10.25749/sis.20833

Palabras clave:

Ivan Illich, desescolarización, unschooling, COVID-19, redes de aprendizaje, democracia escolar

Resumen

En la era de COVID-19, la mayoría de los gobiernos del mundo cerraron las escuelas para mitigar la propagación del virus. Estudiantes, personal escolar y familias tuvieron que navegar por paisajes de aprendizaje inexplorados. Modelos alternativos de impartir educación proliferaron. En este contexto, revisitamos las ideas sobre educación propuestas por Illich a través de la lente de los cambios relacionados con la pandemia. Prestamos especial atención a cuatro modelos de educación que ocurren más allá de los edificios escolares: aprendizaje remoto, educación en el hogar, microescolarización (pandemic pods) y unschooling. ¿Hasta qué punto estos modelos podrán ser un paso adelante hacia la propuesta radical de Illich de una sociedad desescolarizada? ¿Cuáles están más cercanos a sus ideas sobre las redes de aprendizaje como espacios de convivencia? ¿Podrán las escuelas todavía hacer una contribución a la libertad, igualdad y participación? Después de explorar estas preguntas, concluimos que un proyecto educativo emancipador debe incluir dos tareas simultáneas: el desarrollo continuo de experimentos educativos prefigurativos fuera de las escuelas - como redes de aprendizaje cooperativo y otros arreglos colaborativos - y perseverar en la democratización de las escuelas y los sistemas educativos.

Descargas

Los datos de descargas todavía no están disponibles.

Biografía del autor/a

Tara Bartlett, Arizona State University, Estados Unidos de América

Is a doctoral student in Arizona State University’s Educational Policy and Evaluation program. Her research focuses on youth participatory governance, community development, and civics efficacy. Before pursuing a doctoral degree, Tara taught for fourteen years in public education middle school classrooms as an English and Social Studies teacher. The experience, coupled with the observed outcomes of civic programs in her classroom, led Tara to reimagine how K12 education can integrate participatory governance opportunities and better prepare youth to become political and civic changemakers within their own communities.

Daniel Schugurensky, Arizona State University, Estados Unidos de América

Is a Professor at Arizona State University, with joint appointments in the School of Public Affairs and the School of Social Transformation. He is also the Director of the Social Pedagogy Program. Among his recent books are Global citizenship education and teacher education: International perspectives (Routledge 2020), Social pedagogy and social education: Connecting traditions and innovations (Social Pedagogy Association 2018), By the people: Participatory democracy, civic engagement and citizenship education (Participatory Governance Initiative, 2015), Informal learning, volunteer work and social action (Sense 2013), Paulo Freire (Continuum 2011), and Learning citizenship by practicing democracy: International initiatives and perspectives (Cambridge Scholarly Press, 2010).

Citas

ANYON, J. (1980). Social class and the hidden curriculum of work. Journal of Education, 162(1), 67-92.

ARNOVE, R. (2020). Imagining what education can be post-COVID-19. Prospects, June, 1-4.

BIRCHALL, B. (1974). Some Misconceptions in Ivan Illich. Educational Theory, 24(4), 414-425.

BOURDIEU, P. (1977). Outline of a theory of practice (Cambridge studies in social anthropology; no. 16). Cambridge, U.K. New York: Cambridge University Press.

BOURDIEU, P. (1986). The forms of capital. In J. RICHARDSON (Ed.), Handbook of Theory and Research for the Sociology of Education (pp. 241-258). New York: Greenwood.

BOWLES, S., & GINTIS, H. (1976). Schooling in Capitalist America. Educational Reform and the Contradictions of Economic Life. New York: Basic Books.

BROFENBRENNER, U. (1974). Developmental Research, Public Policy, and the Ecology of Childhood. Child Development, 45(1), 1.

BRUNO‐JOFRÉ, R., & ZALDÍVAR, J. I. (2012). Ivan Illich's late critique of Deschooling Society: “I was largely barking up the wrong tree”. Educational Theory, 62(5), 573-592.

CAYLEY, D. (1992). Ivan Illich in Conversation. Concord, Ontario: Anansi Press.

CREMIN, L. A. (1957). The Republic and the school: Horace Mann on the education of free men. New York: Teachers College, Colombia University.

CYR, G. (1990). An analysis and evaluation of Ivan Illich's social and educational philosophy in the light of his early development and the major critiques of his theories. (Doctoral dissertation). McGill University, Montreal, Canada.

DE MENESES SOUSA, C., SOARES, L., & MARIZ, R. (2019). Utopias and Dystopias in a Prospective Scenario Between Education and Digital Information and Communication Technologies. Sisyphus—Journal of Education, 7(3), 10-29.

DODD, S. (2019). Sandra Dodd’s big book of unschooling. Ontario, Canada: Forever Curious Press.

EMDIN, C. (2016). For white folks who teach in the hood—and the rest of y'all too: Reality pedagogy and urban education. Boston, MA: Beacon Press.

ESTEVA, G., & SURU PRAKASH, M. (1998). Grassroots Post-Modernism. Nueva York: Zed Books.

FREIRE, P. (1970). Pedagogy of the Oppressed. New York, NY: Herder and Herder.

FREIRE, P., & ILLICH, I. (1975). Diálogo: análisis crítico de la "desescolarización" y "concientización" en la coyuntura actual del sistema educativo. Buenos Aires: CELADEC.

GABBARD, D. (2020). Silencing Ivan Illich revisited. A Foucauldian analysis of intellectual exclusion. Gorham, ME: Myers Education Press.

GINTIS, H. (1972). Toward a Political Economy of Education: A Radical Critique of Ivan Illich's Deschooling Society. Harvard Educational Review, 42(1), 70-96.

GIROUX, H., & PENNA, A. (1979). Social Education in the Classroom: The Dynamics of the Hidden Curriculum. In H. GIROUX & D. PURPEL (Eds.), The Hidden Curriculum and Moral Education (pp. 100-121). Berkeley, California: McCutchan Publishing Corporation.

GOODMAN, P. (1964). Compulsory mis-education. New York: Horizon Press.

GREER, C. (1971). All schooled up. In A. Garter, C. Greer & F. Riessman (Eds.), After Deschooling, What? New York: Harper & Row.

GRIFFITH, M. (2010). The unschooling handbook: How to use the whole world as your child's classroom. New York: Three Rivers Press.

HARTCH, T. (2015). The prophet of Cuernavaca: Ivan Illich and the crisis of the West. Oxford University Press.

HEDMAN, C. G. (1979). The Deschooling Society Revisited: A Defense of Illich's Participatory Socialism. Educational Theory, 29(2), 109-116.

HOLT, J. (1964). How Children Fail. New York: Pitman Publishing Company.

HOLT, J. (1967). How Children Learn. New York: Pitman Publishing Company.

HOLT, J. (1977). Growing Without Schooling 1. In Growing Without Schooling, Vol. 1: August.

HOOKS, b. (1994). Teaching to Transgress: Education as the Practice of Freedom. New York: Routledge.

HORN, M. B. (2020, September 2). The Rapid Rise of Pandemic Pods. Will the parent response to Covid-19 lead to lasting change? Education Next. Retrieved from: https://www.educationnext.org/rapid-rise-pandemic-pods-will-parent-response-covid-19-lead-to-lasting-changes/

ILLICH, I. (1970). Deschooling Society. London: Marion Boyars Publishers, Ltd.

ILLICH, I. (1973). Tools for conviviality. New York: Marion Boyars Publishers, Ltd.

ILLICH, I. (1974). Energy and equity: Ideas in Progress. New York: Harper & Row.

ILLICH, I. (1976a). After deschooling, what? London: Writers and Readers Pub. Cooperative.

ILLICH, I. (1976b). Medical Nemesis: The expropriation of health. London: Calder and Boyars.

ILLICH, I. (1978). The right to useful unemployment and its professional enemies. London: M. Boyars; Don Mills, Ont.: Burns & MacEachern.

ILLICH, I. (1981). Shadow Work. Salem, New Hampshire and London: Marion Boyars.

ILLICH, I. (1995). Foreword. In M. HERN (Ed.), Deschooling Our Lives (pp. vii-x). Gabriola Island, Canada: New Society Publishers.

LIGGIO, L. (1971). Disestablish Public Education. Libertarian Forum, 3(9), 5.

MCDONALD, K., & GRAY, P. (2019). Unschooled: Raising Curious, Well-Educated Children Outside the Conventional Classroom. Chicago, Illinois: Chicago Review Press.

NOONAN, J., & CORAL, M. (2015). The Tyranny of Work: Employability and the Neoliberal Assault on Education. Alternate Routes: A Journal of Critical Social Research, 26, 51-73.

RUDOLPH, J. (2020). Book review of Silencing Ivan Illich revisited. A Foucauldian analysis of intellectual exclusion, by D. Gabbard. Journal of Applied Learning & Teaching, 3, 1.

SCHUGURENSKY, D. (2015). Paulo Freire. New York: Bloomsbury.

SHEFFER, S. (Ed.) (1990). A life worth living: Selected letters of John Holt. Columbus, Ohio: Ohio University Press.

SNYDER, B. R. (1971). The Hidden Curriculum. New York: Alfred A. Knopf.

STUCHUL, D., & KREIDER, A. (1997). Ivan Illich Publishes Deschooling Society. In D. SCHUGURENSKY (Ed.), History of Education: Selected Moments of the 20th Century (pp. 1-3). OISE/University of Toronto.

TERÄS, M., SUORANTA, J., & TERÄS, H. (2020). Post-COVID-19 Education and Education Technology ‘Solutionism’: a Seller’s Market. Postdigital Science and Education, 2, 863-878.

WILDEMEERSCH, D., & SALLING OLESEN, H. (2012). The effects of policies for the education and learning of adults -from' adult education' to 'lifelong learning', from 'emancipation' to 'empowerment'. European Journal for Research on the Education and Learning of Adults, 3(2), 97-101.

ZALDÍVAR, J. I. (2011). Revisiting the critiques of Ivan Illich’s Deschooling Society. International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), Special Issue, 1, 618-626.

ZBRZEŹNIAK, U. (2017). Equality and emancipation in education and politics. Phainomena, XXVI(102-103, November), 177-219.

Descargas

Publicado

2020-10-30

Número

Vol. 8 Núm. 3 (2020): Autores Clásicos, Nuevas Perspectivas: ¿Es Necesario Reconceptualizar la Emancipación?

Sección

Artículos

Licencia

Copyright (c) es propiedad de Sisyphus – Journal of Education. Sin embargo, alentamos que los artículos publicados en la revista se publiquen en otro lugar, siempre que se solicite el permiso de Sisyphus y los autores incorporen nuestra cita original y un enlace a nuestra página web.

Política de Autoarchivo
Los autores pueden autoarchivar la versión final publicada de sus artículos en repositorios institucionales, temáticos o páginas web personales e institucionales.

Suscriptor de DORA
El Instituto de Educação de la Universidade de Lisboa, editor de Sisyphus, es uno de los suscriptores de la Declaración de San Francisco sobre la Evaluación de la Investigación (DORA).