Call for Papers 3 (2): BETWEEN EDUCATION AND PHILOSOPHY: DISSIDENT SUBJECTIVITIES, TRANSFORMATIVE PRAXIS AND CRITICAL THOUGHTS.

Latin American Journal of Humanities and Educational Divergences is a biannual open access publication, edited by Grupo J. J. San Marcos (Peru), which aims to disseminate research in the field of humanities and education that questions critical topics about society. contemporary in order to contribute to its fair, symmetrical and dignified transformation. The magazine receives unpublished and original works of a scientific nature, especially scientific articles (qualitative and/or quantitative research, as well as conceptual reflections), book reviews and eventually interviews.

For the call for its third issue, the Magazine organizes a dossier “Between education and philosophy: Dissident subjectivities, transformative praxis and critical thoughts” with the researcher Verónica del Cid (Coordinator of the Mesoamerican Network of Popular Education – RED) as guest editors. ALFORJA) and the researchers Rigoberto Martínez Escárcega (General Director of the Latin American Center for Critical Thinking, Mexico) and Juan Manuel Spinelli (Member of the PICT: “Current debates around postnaturalism”, Agency, Ministry of Science, Technology and Innovation of Argentina; and from the PIO: “Psychology, psychiatry and psychoanalysis in El Anti-Oedipus”, SECYT, University of Morón, Argentina. UM-CONICET Doctoral Scholar).

The current world challenges us with its complexity, in which the paradigms and metanarratives that tried to constitute themselves as an guiding framework both at the level of action and in the field of thought throughout the 20th century no longer function adequately.

Nature, used as a mere resource at the service of large companies and the logic of capital, is in a crisis situation: we are facing a true ecological catastrophe that we cannot face without thematizing it and without questioning it inside and out. of the classroom space. In this sense, the emergence of an eco-pedagogy sensitive to phenomena such as climate change, resource depletion and the increasingly compromised survival of life on our planet is a priority.

On the other hand, it is about recovering (apart from traditional ideological schemes) the intrinsically political character of education in all its aspects and levels. The globalized world has not managed to get rid of inequality, oppression and exploitation of the most vulnerable classes and social sectors; In a certain way, it has even reinforced them through unprecedented strategies and mechanisms of invisibility. Therefore, an education is required that contributes to the creation of emancipatory imaginaries and the promotion of critical thoughts.

The philosophical debate, moreover, has led to a scenario in which several deaths have taken place: that of God, that of Man, that of the Subject, that of Reason and the Great Stories. However, this has resulted in a generalized situation of existential precariousness, fragmentation of meaning and lack of foundations for human life. Both education and philosophy, therefore, must take on the challenge of rethinking human beings in relation to Otherness and nature, breaking with anthropocentrism and, at the same time, with individualism.

Another issue that challenges us and calls us to take part in the discussion is the one that has to do with the emergence of a decolonial discourse that seeks to make visible the power relations in the discursive frameworks that prevail in countries traditionally called “peripheral”. We ask ourselves, along these lines, how to contribute from ethics and pedagogy to the critique of Eurocentrism and the practices of subjection that it implies without falling into chauvinist demands or mere regionalist exaltations and maintaining a line of openness, exchange and global dialogue.

Human beings cannot develop our lives in the absolute absence of meaning. Technological advances, crises and eventual reconfigurations of both personal and collective identities, the complexity of the real from the incorporation of the virtual in our daily lives are just some of the phenomena that force us to rethink the relationship between philosophy and education. Faced with the homogenization of the single thought, which leads us towards the “desert of the real”, it is necessary to develop alternative training processes that are capable of contributing to the creation and empowerment of dissident subjectivities.

Already at the end of the 20th century, the French philosopher Félix Guattari denounced that, under the appearance of an antagonistic confrontation between two opposing ideological blocks, capitalism was integrated on a global scale. This demanded – and continues to demand more than ever – the emergence of new ways of doing politics through the agency of those minorities who suffer the rigors of neoliberalism and who need to overcome their dispersion without this being detrimental to their respective singularities: The purpose that brings us together, therefore, is to think and educate in and for differences, without neglecting the drawing of lines of alliance that make an alternative world possible.

Globalization also has positive and negative aspects, advantages and disadvantages. Its own definition, in fact, is loaded with ideology and represents a conceptual trap since it hides or makes invisible a wide range of political, economic and cultural phenomena. Technological and communicational advances pose the dilemma of how to evade the imposition of consensus while continuing to build a genuine and dignifying planetary identity; This is an urgent task for education and philosophy.

Aesthetics, finally, also has a relevant role that does not involve contemplation or the placid exaltation of the “ornamental” or “decorative” elements of existence from an elitist position. Art and militancy are combined in a multiplicity of theoretical-practical perspectives of transformation of reality that cannot occur without a resignification of what was once known as “utopia” and that is inexcusably the responsibility of all those people who make reflection. and teaching his usual profession with a critical eye.

On this basis, the following thematic axes are proposed:

• Ecopedagogy and ecosophy in the “postnatural” era: challenges and perspectives.
• The political dimension of education in the 21st century: how to generate critical thoughts?
• Posthumanism: the end of humanistic education?
• The decolonial discourse in dialogue with the ethics and pedagogy of liberation.
• Towards the formation of dissident subjectivities: new horizons of meaning.
• Social movements and alter-globalization today.
• Technology, communication and virtuality: the construction of a planetary identity.
• Artivism: aesthetic creation as transformative praxis.

The deadline for submitting contributions is April 30, 2024. Submissions must be made through the journal's OJS:

https://revistas.jjsanmarcos.org/index.php/lajhed/about/submissions

Articles must use the APA citation format (seventh edition), must be unpublished and must not be sent simultaneously to another journal. The minimum length is 12 pages and the maximum 25; In both cases you must send a .docx or .doc file in letter format, 2.5 margins and 1.5 line spacing. In the case of reviews, the minimum length is 5 pages and the maximum is 10 with the same formal requirements as articles. For more details, you can review the guidelines for authors: https://revistas.jjsanmarcos.org/index.php/lajhed/author-guidelines. Any questions can be written to the director of the magazine, Jesús Ayala-Colqui: jesus.ayalacolqui@educaidscientific.com