Résumés
Abstract
This study aimed to understand, from a critical point of view, the condition of semantic, discursive, and rhetorical displacement that operates in the Colombian educational system, where the category of education has been displaced by the concept of competence. The following question guides the investigation: What are the deep meanings, from semiotic considerations and discourse analysis, that underlies the rationality of competencies as a category inserted in the discourse of the Ministry of National Education of Colombia (MEN)? The research confirms that since 2004, under the neoliberal government of Álvaro Uribe Vélez, the Colombian educational system has been guided by an instrumental and economistic conception of education, whose logic is characterized by the notions of "efficiency", "competence", "results" and "success" as categories that indicate the educational horizon promoted by the Colombian State. We argue that the pragmatic result is an institutional isomorphism that tends to nullify real social participation and creates conflict, ignoring the cultural and regional diversity of the country.
Keywords:
- dominant discourse in education,
- neo-liberalism and education,
- competencies,
- dominant interpretative discourse,
- competency-based education
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Biographical notes
Felipe Cárdenas Támara is a Colombian anthropologist and homeopath with more than 30 years of experience in environmental issues, popular education, medical applied anthropology and discourse analysis. His passions are semiotic anthropology, the study of dominant discourses and rural development from an environmental perspective. He has worked with Indigneous groups, Afrodescendants and urban popular sectors.
Johanna Choconta Bejarano is a Colombian educator with experience in the training of early childhood educators. Her areas of study are child development, narratives and pedagogy. She has worked on these topics at undergraduate and master's level and with teachers in Indigneous communities in La Guajira.