Emiliano Grimaldi

Qu sujetos nos estamos volviendo cuando nuestra vida parece (re)componerse entre bytes de informaci n? Qu escuela se configura entre algoritmos? Toda educaci n posible ocurrir de aqu en m s entre pantallas? Puede la educaci n, y m s espec ficamente la profesi n de ense ar, ser transferida a las m quinas? Qu hay de educativo en la escuela en la sociedad postmedia? En estos interrogantes se inscribe la educaci n de plataforma, entre formas de la vida atravesadas por la digitalizaci n de la experiencia que transforman nuestras maneras de encontrarnos y vincularnos con otro/as, de sentir el amor y el dolor, tanto como vincularnos con el saber. Se asume aqu que las pedagog as por-venir involucran ya a las m quinas: la digitalizaci n est en las escuelas m s all del uso efectivo de las pantallas. No hay un afuera sino m s bien un entre que enlaza de maneras in ditas nuestra vida con las tecnolog as. Estas p ginas re nen autores, territorios y miradas procurando abrir un di logo sobre las formas que est asumiendo la educaci n y, particularmente, la escuela en la sociedad postmedia. Una sociedad en la que los algoritmos, la Inteligencia Artificial y la conectividad forman nuestro lenguaje diario mientras que modulan nuestra vida en com n. Escapar a las im genes apocal pticas de un futuro que ya lleg , procurando ensanchar el pensamiento del mundo y de la educaci n es el desaf o al que invita este libro. Escriben: Silvia Grinberg, Julieta Armella, Emiliano Grimaldi, Stephen J. Ball, P. Taylor Webb, Sam Sellar, Kalervo N. Gulson, Virginia Ithurburu, Joff Bradley, Hern n Borisonik, Lucas Bang, Rodrigo Miguel BenvenutoEntrevista a Franco Berardi Bifo

An Archaeology of Educational Evaluation: Epistemological Spaces and Political Paradoxes outlines the epistemology of the theories and models that are currently employed to evaluate educational systems, education policy, educational professionals and students learning. It discusses how those theories and models find their epistemological conditions of possibility in a specific set of conceptual transferences from mathematics and statistics, political economy, biology and the study of language.The book critically engages with the epistemic dimension of contemporary educational evaluation and is of theoretical and methodological interest. It uses Foucauldian archaeology as a problematising method of inquiry within the wider framework of governmentality studies. It goes beyond a mere critique of the contemporary obsession for evaluation and attempts to replace it with the opening of a free space where the search for a mode of being, acting and thinking in education is not over-determined by the tyranny of improvement.This book will appeal to academics, researchers and postgraduate students in the fields of educational philosophy, education policy and social science.

An Archaeology of Educational Evaluation: Epistemological Spaces and Political Paradoxes outlines the epistemology of the theories and models that are currently employed to evaluate educational systems, education policy, educational professionals and students learning. It discusses how those theories and models find their epistemological conditions of possibility in a specific set of conceptual transferences from mathematics and statistics, political economy, biology and the study of language.The book critically engages with the epistemic dimension of contemporary educational evaluation and is of theoretical and methodological interest. It uses Foucauldian archaeology as a problematising method of inquiry within the wider framework of governmentality studies. It goes beyond a mere critique of the contemporary obsession for evaluation and attempts to replace it with the opening of a free space where the search for a mode of being, acting and thinking in education is not over-determined by the tyranny of improvement.This book will appeal to academics, researchers and postgraduate students in the fields of educational philosophy, education policy and social science.