Más allá del imaginario temporal de la historia cultural: el pasado educativo en el Antropoceno
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2024
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Hipatia Press
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Igelmo-Zaldívar, J. (2024). Beyond the Temporary Imaginary of Cultural History: The Educational Past in the Anthropocene. Social and Education History, 13(2), 135–151. https://doi.org/10.17583/hse.14622
Abstract
La hipótesis del Antropoceno está reorientando los marcos teóricos que estructuran el debate epistemológico en disciplinas de las humanidades y las ciencias sociales. Este artículo se centra en el impacto sobre los modos de temporalización histórica que conlleva esta hipótesis. Más concretamente, lo que indaga es el recorrido que posee potencialmente para el ámbito de la historia de la educación. Para tal fin, se realiza un primer acercamiento al imaginario temporal de la historia cultural de la educación, cuya principal aportación ha sido generar formas de periodización no homogéneas. Más adelante, se analizan los postulados centrales en torno a la concepción del tiempo de la corriente del posthumanismo crítico. Finalmente, se indaga en la noción de tiempo estratificado que ha sido desarrollada recientemente. Lo que se constata es la posibilidad para los historiadores de la educación de una temporalización renovada en el marco de la era geológica del Antropoceno.
The Anthropocene hypothesis is reorienting the theoretical frameworks that structure the epistemological debate in disciplines of the humanities and social sciences. This article focuses on the impact on the modes of historical temporalization that this hypothesis entails. More specifically, the paper inquires on the potentiality that this notion has for the field of the history of education. To this end, a first approach is made to the temporal imaginary of the cultural history of education whose main contribution has been to generate non-homogeneous forms of periodization. Later, the paper analyses the central postulates regarding the conception of time of the current of critical posthumanism. Finally, the notion of stratified time that has been recently developed is presented. This study confirmed the possibility for educational historians of a renewed temporalization within the framework of the geological era of the Anthropocene.
The Anthropocene hypothesis is reorienting the theoretical frameworks that structure the epistemological debate in disciplines of the humanities and social sciences. This article focuses on the impact on the modes of historical temporalization that this hypothesis entails. More specifically, the paper inquires on the potentiality that this notion has for the field of the history of education. To this end, a first approach is made to the temporal imaginary of the cultural history of education whose main contribution has been to generate non-homogeneous forms of periodization. Later, the paper analyses the central postulates regarding the conception of time of the current of critical posthumanism. Finally, the notion of stratified time that has been recently developed is presented. This study confirmed the possibility for educational historians of a renewed temporalization within the framework of the geological era of the Anthropocene.
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