Notes on School Writing as a Truth Effect on the Subject or as a Gesture in the Subject’s Relation to Knowledge
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| Formato: | Online |
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Universidad Nacional, Costa Rica
2013
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| Acceso en línea: | https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/4976 |
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EDUCARE4976 |
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EDUCARE49762022-08-02T23:49:13Z Notes on School Writing as a Truth Effect on the Subject or as a Gesture in the Subject’s Relation to Knowledge Notas sobre la escritura escolar como efecto de verdad sobre el sujeto o como gesto en la relación con el saber Cartolari, Manuela Zambrano, Jusmeidy Subjectivity writing knowledge Educare Electronic Journal Costa Rica. Subjetividad escritura saber Revista Electrónica Educare Costa Rica. This paper discusses ethical and philosophical assumptions on how the writings of students are seen in the education context, in terms of subjectivity and knowledge. Foucault’s concept of power is associated to writing as a “truth-effect” on the subject and to the reified concept of the subject’s writing, understood this as a mirror surface of thought. This stands in contrast to the spacing between the self and the sign implied in writing; spacing where subjectivity emerges, according to Derrida, in the sense produced by the difference. The conclusion suggests seeing writing as a gesture along the lines proposed by Agamben, because by overcoming the means-ends logic, the gesture becomes evident in the writing as a communication of communicability and of the pure power of thinking, i.e. an event. If, when writing, students are called to produce sense not only on a “specific” area of knowledge, but about their own selves within language as historical and desiring subjects, writing is assumed as a gesture toward knowledge, emerging therefore the ethical-political dimension on how we understand, evaluate and respond to students’ writings. Recibido 18 de setiembre de 2012 • Corregido 20 de febrero de 2013 • Aceptado 13 de marzo de 2013En este ensayo se analizan presupuestos ético-filosóficos subyacentes a cómo se conciben las escrituras de los alumnos en el ámbito educativo en relación con la subjetividad y el saber. La noción de poder desarrollada por Foucault se vincula a lo escrito en tanto “efecto de verdad” sobre el sujeto y a la concepción reificada de su escritura, entendida como superficie especular del pensamiento. A ello se contrapone el carácter de espaciamiento entre el sí mismo y el signo que implica escribir, espaciamiento en el que Derrida señala que la subjetividad se origina en el sentido producido por la diferencia. Finalmente, se propone pensar la escritura como gesto en la dirección que plantea Agamben, puesto que al sustraerse de la lógica de los medios y los fines, el gesto se pone de manifiesto en la escritura como la comunicabilidad de una comunicabilidad y pura potencia de pensar, es decir, como acontecimiento. Si al escribir un alumno es convocado a producir sentido no solo sobre un conocimiento “puntual”, sino sobre su propio ser-en-el-lenguaje como sujeto histórico y deseante, la escritura se asume como gesto hacia el saber y, por tanto, emerge en contrapartida la dimensión ético-política acerca de cómo comprendemos, evaluamos y respondemos a sus escritos. Universidad Nacional, Costa Rica 2013-03-15 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion journal article artículo artigo application/pdf audio/mpeg audio/mpeg https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/4976 10.15359/ree.17-1.7 Revista Electrónica Educare; Vol. 17 No. 1 (2013): Revista Electrónica Educare (enero-abril); 129-139 Revista Electrónica Educare; Vol. 17 Núm. 1 (2013): Revista Electrónica Educare (enero-abril); 129-139 Revista Electrónica Educare; v. 17 n. 1 (2013): Revista Electrónica Educare (enero-abril); 129-139 1409-4258 spa eng https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/4976/16133 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/4976/8355 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/4976/8357 Copyright (c) 2013 Revista Electrónica Educare |
| institution |
Universidad Nacional de Costa Rica |
| collection |
Revista Electrónica Educare |
| language |
spa eng |
| format |
Online |
| author |
Cartolari, Manuela Zambrano, Jusmeidy |
| spellingShingle |
Cartolari, Manuela Zambrano, Jusmeidy Notes on School Writing as a Truth Effect on the Subject or as a Gesture in the Subject’s Relation to Knowledge |
| author_facet |
Cartolari, Manuela Zambrano, Jusmeidy |
| author_sort |
Cartolari, Manuela |
| title |
Notes on School Writing as a Truth Effect on the Subject or as a Gesture in the Subject’s Relation to Knowledge |
| title_short |
Notes on School Writing as a Truth Effect on the Subject or as a Gesture in the Subject’s Relation to Knowledge |
| title_full |
Notes on School Writing as a Truth Effect on the Subject or as a Gesture in the Subject’s Relation to Knowledge |
| title_fullStr |
Notes on School Writing as a Truth Effect on the Subject or as a Gesture in the Subject’s Relation to Knowledge |
| title_full_unstemmed |
Notes on School Writing as a Truth Effect on the Subject or as a Gesture in the Subject’s Relation to Knowledge |
| title_sort |
notes on school writing as a truth effect on the subject or as a gesture in the subject’s relation to knowledge |
| title_alt |
Notas sobre la escritura escolar como efecto de verdad sobre el sujeto o como gesto en la relación con el saber |
| publisher |
Universidad Nacional, Costa Rica |
| publishDate |
2013 |
| url |
https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/4976 |
| work_keys_str_mv |
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