Centuries after the Conquest of our America, we continue to be questioned ethically and geopolitically by its scope and meaning; and the voracity of its logic can be extended to the most sensitive dimensions of education. The pedagogical link refers to certain nuclei of meaning -the dominator-dominated relationship, the resistance- and to a set of metaphors that allude to symbolisms such as “food”, “nutrition” and “natality”. The devastating temporality of the conquering Kronos faces the multiplicity of the vital and the (...) event of the “radical novelty”. (shrink)

Due to great importance in the construction of theories it is imperative to analyze the nature of time and space and their use by scholars, societies and subjects. This text is the product of such analysis. My claim is that the validity of an argument depends on the spatial and temporal conditions that it is produced in. Moreover, I posit that time and space have been used in order to impose regimes of oppression over different collectives. My intention, however, is (...) not only denounced these uses because the oppression of the societies, to present the lack of such arguments. In other words, arguments based on universality of time and space have been the cornerstone of modern knowledge. This knowledge justifies regimes of oppression in different parts of the world. However, the intention of this analysis is not to denounce the lack of humanism in this knowledge, but to present the falsehood or incompleteness of this knowledge. It is not only wrong because its lack of humanity which justifies the inhuman regimes of oppression. It is also wrong, since its premises are false. (shrink)

Este ensayo propone una hipótesis: que el modelo de Sujeto “educable” y “moral” que expone José Enrique Rodó en su Ariel puede corresponderse con el ideal de mousikós (??st?ó?), término griego que, según ciertas acepciones, se traduce por “culto” o “cultivado”, y que designaba a las personas eruditas.