Unmanageable Youth. Education and imaginary, avert cynicism
DOI:
https://doi.org/10.19137/praxiseducativa-2022-260114Keywords:
youth, education, institutions, imaginaryAbstract
In the context of the effects generated of the discredit of the collective and institutions, of the dissolution of social regulations and the individualization of the subjects. The article develops the argument that in order to configure a subjectivity and an identity for themselves and others, teenagers and youths have to conform to the individual behavior patterns determined by parents and teachers as if they were generalizable regulatory frameworks. And with this as if, gradually, setting ways of cynic action against what is said to be the right way to act. This relates to the challenges that in school context cause to classify them as an anomic youth in which solutions only meet with individualized ways of sentence, without pondering that there are more ways of attention linked to the possibility to regain symbolic strength of regulation and the imaginary creation.
Downloads
References
Murga Meler, M. (2012). Jóvenes, signos de la anomia hoy. III Congreso Nacional de Ciencias Sociales. Desafíos y horizontes de cambio: México en el siglo XXI. Universidad Nacional Autónoma de México-COMECSO.
Murga Meler, M. (2017). Jóvenes y educación. Significados de proyectos de vida. XIV Congreso Nacional de Investigación Educativa. Aportes y desafíos de la investigación educativa para la transformación y la justicia social. Universidad Autónoma de San Luis Potosí-COMIE.
Murga Meler, m. (2018). Jóvenes y educación. Resignificar proyectos de vida. VI Congreso Nacional de Ciencias Sociales. Las ciencias sociales y la agenda nacional. Universidad Autónoma de San Luis Potosí.
Castoriadis-Aulagnier, P. (1997). La violencia de la interpretación. Del pictograma al enunciado. Amorrortu.
Castoriadis, C. (1998). El psicoanálisis, proyecto y elucidación. Nueva Visión.
Castoriadis, C. (1999). La institución imaginaria de la sociedad. Taurus.
Duvignaud, J. (1973). Fêtes et civilisations. Weber.
Duvignaud, J. (1990). Herejía y subversión, ensayos sobre la anomia. Icaria.
Durkheim, É. (1995). El suicidio. Ediciones Coyoacán.
Durkheim, É. (1982). La división del trabajo social. AKAL.
Durkheim, É. y Mauss, M. (1963). On some primitive forms of classification: contribution to the study of collective representations. The University of Chicago Press.
Furlán, A. (2005). Problemas de indisciplina y violencia en la escuela. Revista Mexicana de Investigación Educativa. 10(26), 631-639.
Guyau, J. M. (1913). Esquisse d’une morale sans obligation ni sanction. Alcan.
Mier, R. (2004). Calidades y tiempos de vínculo. Identidad, reflexividad y experiencia en la génesis de la acción social. Tramas, 21, 135-148.
Mier, R. (2007). Notas sobre la violencia: Las figuras y el pensamiento de la discordia. En M. A. Jiménez (Ed.), Subversión de la violencia (pp. 97-146). Juan Pablo Editores.
Mier, R. (2008). Filosofía y ciencias sociales: pensar desde la contemporaneidad. En M. A. Jiménez (Ed.), Sociología y filosofía. Pensar las ciencias sociales (pp. 33-57). Juan Pablo-UNAM.
Reza, Y. (2020). El centro escolar frente al cutting: Estrategias para la atención de casos con alumnos en educación secundaria [Tesis Licenciatura]. Universidad Pedagógica Nacional.
Turner, V. y Bruner, E. (Eds.). (1986). The Anthropology of Experience. University of Illinois Press.
Downloads
Published
How to Cite
Issue
Section
License
Copyright Notice
Editorial Committee Educational Praxis Magazine:
I hereby declare that I am the author of the article titled (article name), that it is original and my own and that it was not previously published in any other format or medium. I declare to know that the magazine will not charge me any type of fee under any circumstances, nor will I receive any type of monetary compensation If it were accepted for publication in Educational Praxis, I authorize the aforementioned magazine to publish it digitally and to advertise it on its social networks.
If the work is published, I adhere to the Creative Commons license called "Attribution - Non-Commercial Share Alike CC BY-NC-SA", through which it is allowed to copy, reproduce, distribute, publicly communicate the work and generate derivative works, as long as when the original author is cited and acknowledged. This license has been used since September 2018. In 2016 CC BY NC ND 4.0 was adhered to; and in the years 2017 and 2018 (January-August) CC BY NC 4.0.
This CC BY-NC-SA Share Alike license does not, however, permit commercial use of the work. As an author, the journal may establish additional agreements for the non-exclusive distribution of the version of the work published in the journal, it allows me to self-archive the published articles, in their post-print version, in institutional, thematic repositories, personal web pages or any other relevant use. with the recognition of having been first published in this journal.
Educational Praxis adheres to DORA (Declaration on Research Assessment) signed in San Francisco, California, on December 16, 2012, and to the Declaration of Mexico (Joint Declaration LATINDEX - REDALYC - CLACSO - IBICT).
3.png)
_(2).png)
2.jpg)
