Thoughts about education system issues and discourses in post-modernism paradigm
Abstract
This essay deliberates regarding implementation of current discourses about the Mexican national educative problematic, implicit in the paradigm or cultural movement called postmodernity. Such deliberation, by delving into the quality which Mexican education is imparted, makes it possible to question and respond, tentatively, what, who and how, it is pertinent to issue the discourses of the educative problematic in the epicenter of the postmodern paradigm. The reflection about such discourses, makes it clear that the objective of this essay does not supposed to be for or against the proclaimed postmodernity; rather, a position is adopted to emphasize that Mexican education demands redirection in the issuance of validity judgments, in order to contribute to the identification or resolution of its own problematics, instead of epistemically individualizing it in this or that paradigm or movement cultural. Finally, a position is taken regarding the way in which, in a personal judgment, we assume that the postmodern paradigm could be involved in the discourses of the Mexican educative problematic and we conclude by complementing with a girouxian vision of countermemory.
