Education and communal life
In the work plan for the previous three-year period, we indicated our intention to problematize the relationship, on the one hand, between the public and the private and, on the other hand, to specify the link between education and communal life.
Both problems pointed to the analysis of diverse processes in countries of the region but which were traversed by dynamics that homogenized them.
Such was the case with educational reform processes and the emergence of public policies that aimed at the privatization of education and, in its most advanced stage, the commodification of people's training; as well as the extension of the meaning of education as something broader that goes beyond the institutionalized transmission of knowledge in the school setting.
Now, in this proposal for the renewal of the CLACSO Working Group on Education and Life in Common, we believe it is important to revisit these questions, while highlighting the changing context in some Latin American countries. Changes in government in countries like Mexico, Argentina, Brazil, and Paraguay; the uncertainty in Venezuela; and the political transformations of some government discourses, as in Ecuador and Bolivia; or in countries like Chile, Colombia, and Peru, where structural adjustments have deepened different governmental logics; in all these cases, the region is emerging as one that has undergone structural transformations and redefinitions of the meanings of education and "the commons," and of education as part of the commons.
The “neoliberal reason” (Dardot and Laval, 2013) politically articulates certain contents at the regional level that force the need for precision regarding the issues that bring this GT together.
Coordinate
Manuel Sebastián Barros
Faculty of Humanities and Social Sciences
National University of Patagonia San Juan Bosco
Argentina
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