The evaluative reason in literacy and some cracks where to decolonize the writing
Facing the installation of new discourses that simply praise alphabetic writing or promote the so-called “grammatization of the world”, these pages are intended to explore at first what could be understood as “the darkest side of alphabetic writing”. For this reason, different sources are used that...
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| Format: | Online |
| Language: | spa |
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Centro de Investigaciones y Estudios sobre Cultura y Sociedad
2022
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| Online Access: | https://revistas.unc.edu.ar/index.php/astrolabio/article/view/29144 |
| _version_ | 1811171452597043200 |
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| author | Giuliano, Facundo |
| author_facet | Giuliano, Facundo |
| author_sort | Giuliano, Facundo |
| collection | Portal de Revistas |
| description | Facing the installation of new discourses that simply praise alphabetic writing or promote the so-called “grammatization of the world”, these pages are intended to explore at first what could be understood as “the darkest side of alphabetic writing”. For this reason, different sources are used that allow us to see the place of evaluative reason in the spread of modern literacy with its unavoidable colonial face, while, as a counterpart, different perspectives that open poetic cracks in literacy are brought together. In this sense, the power of orality in writing is highlighted so that other literacy horizons (to those established by modernity) can be seen and some decolonizing gestures can be raised from there. Then, the reasons for writing are acknowledged on what it implies in itself or from certain teleology, and an ethical-political dimension of its correctness and incorrectness is investigated. Towards the end, two teaching testimonies are offered that, from what could be two traces of conversation, invite to think about writing in other ways. Finally, the ink ends with a brief inquiry into what a pen can do when the vellicatio is not its destination. |
| format | Online |
| id | oai:ojs.revistas.unc.edu.ar:article-29144 |
| institution | Universidad Nacional de Cordoba |
| language | spa |
| publishDate | 2022 |
| publisher | Centro de Investigaciones y Estudios sobre Cultura y Sociedad |
| record_format | ojs |
| spelling | oai:ojs.revistas.unc.edu.ar:article-291442022-02-17T01:09:49Z The evaluative reason in literacy and some cracks where to decolonize the writing La razón evaluadora en la alfabetización y algunas grietas por donde descolonizar la escritura Giuliano, Facundo Philosophy of education Decolonization Writing Evaluative reason Literacy Filosofía de la Educación Descolonización Escritura Razón evaluadora Alfabetización Facing the installation of new discourses that simply praise alphabetic writing or promote the so-called “grammatization of the world”, these pages are intended to explore at first what could be understood as “the darkest side of alphabetic writing”. For this reason, different sources are used that allow us to see the place of evaluative reason in the spread of modern literacy with its unavoidable colonial face, while, as a counterpart, different perspectives that open poetic cracks in literacy are brought together. In this sense, the power of orality in writing is highlighted so that other literacy horizons (to those established by modernity) can be seen and some decolonizing gestures can be raised from there. Then, the reasons for writing are acknowledged on what it implies in itself or from certain teleology, and an ethical-political dimension of its correctness and incorrectness is investigated. Towards the end, two teaching testimonies are offered that, from what could be two traces of conversation, invite to think about writing in other ways. Finally, the ink ends with a brief inquiry into what a pen can do when the vellicatio is not its destination. Frente a la instalación de nuevos discursos que elogian la escritura alfabética sin más o promueven la denominada “gramatización del mundo”, las páginas aquí compartidas se plantean explorar en un primer momento lo que podría entenderse como “el lado más oscuro de la escritura alfabética”. Por ello, se recurre a diferentes fuentes que permiten ver el lugar de la razón evaluadora en la diseminación de la alfabetización moderna con su insoslayable cara colonial, al tiempo que, como contrapartida, se reúnen distintas perspectivas que abren grietas poéticas en el alfabetizar. En este sentido, se destaca la potencia de la oralidad en la escritura de modo que puedan avistarse otros horizontes de alfabetización (a los establecidos por la modernidad) y plantearse desde allí algunas gestualidades descolonizadoras. Luego se reflexiona sobre los motivos de la escritura respecto de lo que ella implica en sí misma o desde cierta teleología, y se indaga una dimensión ético-política de su corrección e incorrección. Hacia el final, se ofrecen dos testimonios docentes que, desde lo que podrían ser dos huellas de conversación, invitan a pensar la escritura de otros modos. Por último, la tinta llega a su final con una breve indagación sobre lo que puede una pluma cuando la vellicatio no es su destino. Centro de Investigaciones y Estudios sobre Cultura y Sociedad 2022-01-09 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo revisado por pares application/pdf text/html https://revistas.unc.edu.ar/index.php/astrolabio/article/view/29144 10.55441/1668.7515.n28.29144 Astrolabio; No. 28 (2022): Enero - Junio: El ejercicio de los derechos humanos en América Latina: avances, desafíos y propuestas para su abordaje; 385-414 Astrolabio; Núm. 28 (2022): Enero - Junio: El ejercicio de los derechos humanos en América Latina: avances, desafíos y propuestas para su abordaje; 385-414 Astrolabio; n. 28 (2022): Enero - Junio: El ejercicio de los derechos humanos en América Latina: avances, desafíos y propuestas para su abordaje; 385-414 1668-7515 10.55441/1668.7515.n28 spa https://revistas.unc.edu.ar/index.php/astrolabio/article/view/29144/36868 https://revistas.unc.edu.ar/index.php/astrolabio/article/view/29144/37100 Derechos de autor 2022 Facundo Giuliano https://creativecommons.org/licenses/by-nc-sa/4.0 |
| spellingShingle | Philosophy of education Decolonization Writing Evaluative reason Literacy Filosofía de la Educación Descolonización Escritura Razón evaluadora Alfabetización Giuliano, Facundo The evaluative reason in literacy and some cracks where to decolonize the writing |
| title | The evaluative reason in literacy and some cracks where to decolonize the writing |
| title_alt | La razón evaluadora en la alfabetización y algunas grietas por donde descolonizar la escritura |
| title_full | The evaluative reason in literacy and some cracks where to decolonize the writing |
| title_fullStr | The evaluative reason in literacy and some cracks where to decolonize the writing |
| title_full_unstemmed | The evaluative reason in literacy and some cracks where to decolonize the writing |
| title_short | The evaluative reason in literacy and some cracks where to decolonize the writing |
| title_sort | evaluative reason in literacy and some cracks where to decolonize the writing |
| topic | Philosophy of education Decolonization Writing Evaluative reason Literacy Filosofía de la Educación Descolonización Escritura Razón evaluadora Alfabetización |
| topic_facet | Philosophy of education Decolonization Writing Evaluative reason Literacy Filosofía de la Educación Descolonización Escritura Razón evaluadora Alfabetización |
| url | https://revistas.unc.edu.ar/index.php/astrolabio/article/view/29144 |
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