Tres lecturas de John Dewey desde las Teorías de la Desescolarización

Abstract

A careful analysis of emerging pedagogies reveals a double trend which could be defined as continuity and rupture before some of the key theories of previous centuries. Specifically, in this article we carry out an historical-theoretical study of this phenomenon in regard to John Dewey’s thinking and the pedagogical proposals of deschooling, from a triple temporal perspective. First, we examine the relationship between the American pedagogue and anarchism, which is close but critical at the same time, a position that made him many enemies. Second, we go deeper on the agreement and disagree-ment points between the deschooling theories, which, among other things, conceive the school as a key piece of the political system aimed at maintaining social order, and the progressive pedagogical ideas of Dewey that were a source of inspiration for the former, although in some cases they assumed some accommodation. And finally, we analyze the role of current technologies in certain processes of democratization and deschooling, based on some nuclear ideas of the thinking of our author that, des-pite the elapsed time, are very present in the contemporary context