After the historical work on specific elements of class struggle Arturo Almazán Cantoral discussed previously, now give some theoretical and methodological elements for meaningful interpretation in the field of Pedagogy and Educational criticism.
Since among the main areas of explanation of the historical subject of education, distinguished throughout the ages: 1. experiential field, 2. the field of knowledge, 3. ontological field, 4. the theoretical field and 5. epistemic field, so we see that throughout the process of humanizing the axis defining the shape of human thought or representation, the significance is the integrity of the person who may be playing these changes because these changes mean the culture of the time between the ruled and rulers. As Paulo Freire presents pedagogically.
Antonio Gramsci As such, it opens a landmark pedagogical conceptual criteria in the culture to find the symbolic thread of this process of humanization, proposing methodological recover common sense of the subject, to be raised this active thought processing radical political philosophical thought counter-hegemonic action. There
proposed that the educational subject can take on a political-philosophical position against the system of oppression, in order to explain historically the process, reflecting on the 5 areas mentioned. For Gramsci this tells us three times this value in the culture according to social class so constituted, which should be formed with conscious values \u200b\u200bin the subject, to detect its implications and historical relations in culture.
Gramsci proposed the following 3 times:
1. The production and the humanistic.
2. The ethical and moral evaluation of educational or work process of humanization.
3. Respect to the difference in accordance with the traditions and customs according to the cognitive development of the historical subject.
These forms of historical explanation, show and imply radical release in such educational or work process, because it requires the need for awareness of sense of community in the effort of the work already done so individualcolectiva 1 in every moment, knowing clearly the subject he knows best, is who bears more responsibility in the practice, according to the effort and recognized with a sense of gratitude, ie self-recognition in the comprehensive statement or dignity of the subject of education as a ethical-moral assessment here up in the sense of socio-historical objectivity in the search for meaning.
"For the teaching of philosophy is to recognize and follow very closely what children are thinking, helping them to express and objectify those thoughts and then helping them develop the tools they need to reflect on these thoughts."
So we can assess the ontological field, the very existence of being as a being more of the universe, in the field of experiential approach possible only with the work done, in the field of knowledge, everything that has been appropriated and represented in a human space, such as religious ideas, artistic, empirical or theoretical in itself, in the theoretical field recognized by the subject's formation and construction of systematic knowledge and recognized as epistemic communities, and the field of epistemology, the subject moves his interest in discovering new interpretations of the socio-historical explanation. Therefore
the world of historical commonality of human beings, develops ways to release that relate to other social behaviors, such as ownership patterns, forms of state, critical forms, forms processing, forms of power, forms of political power, ways of feeling, ways of listening, ways of talking, ways of communication among others.
So in The Communist Manifesto, Karl Marx and Frederick Engels, expressed that "The Communists do not have to keep hidden their ideas and intentions. They openly declare that their goals can be achieved only by the forcible overthrow all the existing social order. "
recognition in such fields of knowledge or humanization, we know many things, not an end but a means and influence to human beauty, because only history will mark a possible path in working conditions and materials subjective reflective thinking in terms of how neuronal conditions in the living brain to feel satisfied, since excesses by themselves, are not healthy in the historical process of social emancipation, that is what makes the struggles of mass destruction and release the identity of the subject of education, which is through an act emotional times. Distinguishing
that there are two forms of political power in terms of affection, in the cultural sense that teaches Gramsci:
1. The abuse of political power to dominate, and 2. The exercise of political power to emancipate themselves from the perverse and absurd relationship between master and slave.
Because the logic of humanization of education, not about playing the corruption and violence, but to transgress the improvement of education such as humanizing the cultural display of different generations, a philosophical question about immediate policy is: you will need to have more tolerance for violence?, or ask philosophically and politically who are really violent regime deployment monopoly capitalist privatization?, or problematizing who are law-"authority" in place?
Right there lies the radical sense of liberation, can be aware of the subject in the educational training on the fields of knowledge articulated in the history of class struggle exposed, to respond the story is between owners and the dispossessed, it is possible that from the more playful teaching through literature, poetry, theater, music, etc. of living history, which feels like I need another ", will go mingling formal education, informal education and informal education, to form the human integrity of the subject, with half against hegemonic political sensitivity to denounce the violence that reproduces the logic of exploitation, which is immoral and degrading capitalist operating system supporting this explanation with a pedagogical sense.
Because scientific knowledge systematic reproduction educated in formal institutions, it will be replaced by informal education, through art, as the only opportunity made fun of informal creative expression, free and independent voluntary project of humanization, and both, formal and informal, have content and meaning of historical reporting non-formal education of the subject from common sense, based certainly in their respective institutions, methods and themes.
This values \u200b\u200bthe trend of humanizing the educational subject, where the empowerment of working people, to go smelting popular non-formal education of the street, with the same institutions formalizing the hegemonic reproduction of capitalist accumulation as the ultimate intended, occupying its structures and superstructures autonomously from the most sensitive subjects in search of utopia and collective liberation, and build a new line of survival-humanized humanized acts of recovery time and space that we, as proposed Lenkersdorf, philosophy tojolobanes communities.
Since freight globalized world hegemony and monopoly on the sale fetishized commodity oppressive and extinguishing of life, is exerting a true underground ideologically radical violence say Michael Apple, Educating and godliness ", ie the direction of privatization and profit which is instructed in formal education hegemonic education where the subject is condemned to work unconsciously aware of death, loss of consciousness; therein lies the key to the educational proposal of Marx and Engels, resignifying humanized violence and violence in contraposition to the international financial oligarchy, who is only interested in profit and individualistic individual membership of its ruling class and owning all means of production excellence, including:
Energy, education, health, recreation, housing, natural resources such as water, minerals, roads, infrastructure, machinery, factories, commercial monopolies, housing, drug trafficking, military regime, media, health, private banking and other , the whole financial empire made privately rather than socialized to emancipate the working class in its submission to the abuse of political power of the magnates of capital, because these workers who have produced the rich history of technological creativity, scientific, art, cybernetics and humanist, but there is no awareness of it as radical release forms in the educational process exprecional, logical, ontological knowing, epistemological and theoretical, which is articulated through the ages for the education of humanity.
must therefore be aware that the form implies more of a historical subject, in order to name the life-death in their movement and contradiction to be resolved, so that its contents are value judgments and historical significance in the transformation teaching political power, to appropriate and humane reality of a symbolic violence of the complaint that announces a new sense, what? that of a socialized life community, ie without an oppressive state system of domination and control "legalized" in the disciplinary society Foucault as stated by: discipline techniques, riddle of the prison, the policy INVESTUR bodies, standardization and the Panopticon.
These forms of control, have suffered in the different periods covered in the process of humanization or education by example more virtuous, or conversely, the most perverse, to address the emancipatory political power relations and power political oppression.
In the context of the struggle of forces implicitly, that could well be explicit now, bout the contradiction generating all extreme degradation and social inequality, namely the contradiction between capital and labor.
Because with that term educational hegemony between taught and apprehended, is within sight of all, the contradiction generation of other forms of violence propagated through the course of the ages, such as gender, race, ethnic strife and cultural differences, among many other name that is broad, because they are in constant motion and transformation.
We conclude that the fundamental pedagogical contradiction is that the work is social, but is private property, as stated in their historical work Almazán Cantoral, which is not only an educational problem but also a matter of study to resolve the conflict of violence in class struggle, given the unjust inequality Social, which encourages and plays the dominant culture through the international division of labor between colonizers and colonized countries, hence the Group of 8 wealthiest countries in the world
-referred to their governments, not self-working people are Masters and other poor countries-as servants complaint Eduardo Galeano, Open Veins of Latin America since the form, content and significance of oppression, it also make sense in the emancipation and resistance, self-defense theory and active in counter-hegemonic dicidencia in things that promote the exploitation of man by man, as the violence away the challenge for future and present generations.
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