Ideals and Conceptions of the Founders of Professional Studies in Pedagogy at the Universidad Nacional Autónoma de México

• In Event: 53.025 - Pedagogical Research Lines at the Universidad Nacional Autónoma de México (UNAM): Toward a Dialogic Encounter With UNAM Researchers

Abstract

Objectives and purposes

Our aim is to demonstrate how thoughts, ideals, and conceptions of the founders of the professional studies in pedagogy (1954) in the university context in Mexico (Larroyo, 1958; Tello 1954) constituted a type of interpellative process through which both teachers and students came into being. The starting point is the following questions: How could university students in the 50’s be constituted as pedagogues? How was the process of forming university students as pedagogues?

Perspective(s) or theoretical frameworks
This presentation draws on Althusser’s (1986) combination of critical and psychoanalytic processes of identification. Key in Althusser’s notion of identification is an inner-outer social and psychic process that constitutes subjectivities. Althusser’s notion of identification informs the analysis of respondents’ transcript data.

Data sources, evidence, objects, or materials
Four teachers who were students during the 50s were interviewed. Their testimonies were analysed with the use of some theoretical tools of Discourse Theory and Political Analysis (Buenfil, 1994, 2000; Navarrete, 2009). This research is inscribed in the qualitative methodology, specifically the case study method (Miles and Huberman, 1994).

Results and/or substantiated conclusions or warrants for arguments/point of view
The founders of professional studies in pedagogy were proposing to their students a model of identification (Žižek, 1992), which invited them to become constituted into subjects of the discourse of the emerging university pedagogy in Mexico. This invitation can be read as a "triumphant interpellation" (Presenter 2) in the sense that this called, left a mark, and constituted their students.


References:
Althusser, L. (1986). Ideología y aparatos ideológicos del estado. (Ideology and Ideological State Apparatuses) México: Siglo XXI.

Buenfil, R. N. (1994). Cardenismo: Argumentación y antagonismo en educación. (Cardenismo, Argumentation and Antagonism in Education). México: die cinvestav/conacyt.

Buenfil, R. N. (2000) Globalization, education and discourse political analysis. Ambiguity and accountability in research. International Journal of Qualitative Studies in Education, 13:1, 1-24.

Larroyo, F. (1958). Vida y profesión del pedagogo. A propósito de la reforma de los planes de estudio de la Facultad de Filosofía y Letras de la UNAM. (A pedagogue´s life and profession, with regard to the reform of the curricula at the Faculty of Philosophy and Literature, UNAM). México: FFyL-UNAM.

Miles, M. and M. Huberman. (1994). Qualitative Data Analysis: A Source Book, Beverly Hills: Sage-High Education.

Tello, M. C. (1954). Breve estudio para fundamentar y organizar una Facultad de Pedagogía en el Estado de Veracruz (A brief study to support and organise a Faculty of Pedagogy in the State of Veracruz). México: UV (Internal paper).

Žižek, S. (2008). The sublime object of ideology. Verso London.

Author

• Zaira Navarrete Cazales, La Universidad Nacional Autónoma de México