Functions of recognition in educational practice

Abstract

The article analyzes the functions that recognition fulfills in educational practice, for which it exposes the theory about recognition. From there, the conceptualization of recognition is problematized by showing that it is an achievement that surpasses social value, since it is the product of a history of intersubjective links, for which conceptual constructions of psychoanalysis and the biology of knowledge are used. With this conceptual framework, seeks to argue that recognition is a core that constitutes subjectivity to establish in the subject principles of interpretation that assign relevance to the assessments made by other subjects. Following this postulate, exposes the concept of contempt and struggle for recognition. Finally, he argues that the educational act is based on the type of recognition that is established between the teacher and the student, which ideally should be sustained in knowledge (what is taught and what the other wants to learn).

Keywords

• reconocimiento
• práctica educativa
• esquemas de interpretación
• vínculo
• desprecio
• axel honneth