El dispositivo: una metáfora foucaultiana para la investigación educativa

Autores/as

  • Diego Luna Universidad de Sevilla

Resumen

El pensamiento de Michel Foucault no deja de inspirar herramientas de análisis útiles para llevar la investigación educativa del siglo XXI a nuevos niveles de profundidad. A partir de una breve panorámica a través de los autores que han reivindicado el potencial de sus ideas y métodos en los últimos años, en este trabajo defiendo concretamente la aplicación del concepto de dispositivo como categoría de análisis óptima para investigaciones educativas de corte cualitativo. Tras una caracterización general del dispositivo desde la perspectiva de la “microfísica del poder”, desemboco en la identificación de un tipo específicamente educativo según las técnicas y tecnologías que lo conformarían, concluyendo con una reivindicación de su potencial para la deconstrucción del “régimen de verdad” que lo sustente. Frente al uso desproblematizado de ciertas categorías filosóficas en investigaciones sociológicas, confirmo así la utilidad y la validez de una metáfora capaz de reflejar la complejidad de los procesos educativos, expandiendo y a la vez concretando otros ya perfectamente asentados.

Palabras clave

Investigación educativa, Investigación teórica, Dispositivo, Michel Foucault

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Biografía del autor/a

Diego Luna, Universidad de Sevilla

Diego Luna es Doctor en Filosofía, con Mención Internacional y Premio Extraordinario, por la Universidad de Sevilla. Sus contribuciones a publicaciones, congresos y seminarios nacionales e internacionales abordan cuestiones de arte, política y educación, siempre desde una perspectiva transestética y mediológica. Compagina su actividad investigadora con la enseñanza de las Ciencias Sociales.

Publicado

26-02-2020

Cómo citar

Luna, D. (2020). El dispositivo: una metáfora foucaultiana para la investigación educativa. thenea igital. evista e ensamiento investigación ocial, 20(1), e–2486. https://doi.org/10.5565/rev/athenea.2486

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