Presentation: Trends and challenges of education and research

Abstract

On several occasions we have contributed ideas about the assault of education by the indoctrinating way, that is, the doctrinal weight in the function of educating that corresponds to social institutions, in particular education and pedagogy. These emphasize teachings, learnings and formations developed according to molds that the dominant powers, in the social order, establish for their reproduction. To do this, educational processes considers students are beings who build their own understandings, meanings and orientations for their life and for common life. In this panorama, the function of educating for the formation of self-awareness, critical, generative and edifying is practically absent from education and pedagogy. These are trapped in purposes that impose devices and tools through which beings have to be forged for an establishment that privileges more particular than social ends, more self-interested than collective, more utilitarian than solidary.

Didactics, for example, stagnates in teachings that do not educate for life, subject in large part to the guidelines of an educational system that represents an ideologically invasive influence, aimed at molding wills, attitudes, thought and values, lethal to autonomy, free thought and critical consciousness. In this sense, didactics does not form for the sovereignty of thought, of values for freedom; it is not a genuinely educational influence that makes it possible to discuss the doctrine promoted by social institutions in the service of particular interests. It is necessary, therefore, an education that promotes, to put it with Chomski, research. Education has the challenge of embracing reflective inquiry, of developing an ontogenetic and phylogenetic influence, that is, for the formation of one’s own personality and of an uplifting consciousness of a common world. An education to educate with knowledge.