El arte de lo posible: La Historia de la Educación como práctica radical
DOI:
https://doi.org/10.5944/hme.23.2026.45017Keywords:
Walter Benjamin, (educational) ecology, undisciplined/feral history, actuality, crisisAbstract
Este ensayo pretende demostrar cómo el pensamiento ecológico, a través de una lectura parcial de la obra de Walter Benjamin, podría ofrecer una base sólida para integrar la historia pública, la investigación artística y el activismo en la historia de la educación. Como una historia indisciplinada y salvaje, el ensayo vincula a Alexander von Humboldt con Walter Benjamin y compara la labor del historiador de la educación con actividades como cavar, cazar, buscar perlas, recolectar chatarra y viajar. Las dos últimas secciones de este ensayo se basan en la primera, relacionando los conceptos de «actualidad» y «crisis» con un análisis de los resultados de un taller previo a la conferencia sobre pensamiento ecológico, organizado en el marco de la Conferencia Internacional Permanente de Historia de la Educación (ISCHE) en Milán, 2022. El taller comenzó con la proyección del documental «Stagnant Hope: Gary, Indiana» (2014), del cineasta estadounidense Alex J. Semchuck, y tuvo como objetivo abrir un debate sobre las posibilidades de estudiar las ecologías educativas en la historia de la educación. Los temas presentados en esta sección se agrupan en torno a una serie de denominados «coleccionables», ofreciendo un análisis sobre los temas de «Esperanza estancada», «Escombros urbanos», «El tiempo del infierno», «Exploración urbana» y el «Tejido urbano». El ensayo concluye con una reflexión sobre cómo desafiar la «Esperanza estancada» desde la perspectiva del enfoque radical propuesto para la historia de la educación.
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