Apuntes contra la reproducción del odio, la ira, la culpa y el miedo en niños y adolescentes

“La educación es un acto de amor, por tanto, un acto de valor”

Paulo Freire, pedagogo brasileño

Por Marcel Albano

Instagram: marceldelmonte

Soundtrack del texto: Anita Tijoux: Mi Verdad

El abuso de la grosería como forma de acción comunicativa

En un patio en el que me encontraba, llegó el aroma inconfundible de un asado regado y bullicioso. De pronto, en medio de la fiesta por el “clásico” del fútbol nacional, un par de niños y niñas de entre cinco y siete años, a punta de garabatos de grueso calibre, se dirigen a sus madres y padres que sufren y celebran el encuentro albo-azul. Los mayores ríen inconscientes de ese nutrido balbuceo de las más famosas groserías de nuestro paralenguaje: ese que está enquistado en la zona B de las conexiones neuronales del cerebro, donde convergen el subdesarrollo cognitivo y cultural. Hablamos del habla real, esa que se oculta silenciosamente en la mente y que en público se inflexiona tras roles sociales cómo el de los apoderados.

El paralenguaje chileno está conectado con nuestro cerebro primitivo y construye relatos bajo premisas y conclusiones tautológicas, es decir, círculos viciosos de razonamiento donde verdad y realidad, son una misma cosa: una reacción que describe una peligrosa carga de ira en el lenguaje del espacio familiar. Un lenguaje que oculta su violencia bajo la máscara del comportamiento cínico o políticamente correcto.

La violencia doméstica proveniente de padres y madres, se relaciona con el rol del apoderado que, al estar vinculado al mundo de la educación, inflexiona su conducta para evitar la censura y demostrar ser capaces de acatar reglas sociales mínimas de convivencia: claro ejemplo se ve en las reuniones donde el apoderado habla de “mi hijo aquí y allá ” mientras que en la casa es el “cabro ql aweonao”, “el tonto», “la floja”, “la igual a”, etc.

Esta violencia discursiva, destruye el potencial de los niños y adolescentes no sólo en el desarrollo de su actividad psíquica sino que, además, afecta notablemente su autoestima y la fortaleza de sus habilidades personales.

A la escuela se le exige la responsabilidad de reparar no solo los errores de la crianza en los hogares sino que también corregir el abuso del razonamiento coprolálico que define la relación con el yo, los otros y los entornos sociales o ecológicos.

II

Los espíritus culturales que comandan las reacciones espontáneas de los apoderados y que inducen razonamiento primitivo en los estudiantes

La educación en los tiempos líquidos, se enfrenta con varios demonios enquistados como garrapatas en el capital cultural del apoderado sin distinción de clase.

a) El Chile profundo representa en nuestra matriz cultural al conjunto de actitudes excluyentes, violentas, alcohólicas, clasistas y patriarcales que cohabitan parasitariamente en todas las generaciones, sexos y géneros. Es el deporte nacional del insulto, los empellones y los pencazos. Una bestial fusta latifundista como centro de gravedad mental y cuyo peso específico está caracterizado por  la ausencia de escucha activa, el arrebato y la falta de empatía. Es la reacción transmitida por las madres y padres en los estudiantes, la que se expresó durante la semana en los liceos de Providencia.

Cuando los hijos e hijas dicen no ser escuchados y sentirse solos en el mundo, se enfrentan a la disyuntiva de encontrarse en un limbo existencial como una especie de vacío que alimenta la pulsión desafiante de la autoridad y, por consecuencia, a los roles no solo de los apoderados, sino que además a las funciones propias de la pedagogía y el docente.

El apoderado sin habilidades de manejo de conflicto, tiende a resolver los problemas bajo la memoria histórica latifundista en la lógica de violencia y castigo: «o haces lo que digo o te quito el celular» dicen. Culpan a la tecnología como la responsable de la orientación personal de los niños y adolescentes, cuando en la práctica es el patrón de fundo mental el que comanda el origen del problema.

b) Por otro lado, está el Chile neoliberal, individualista, anclado en el hiperconsumo y la cultura de la banalidad que se expresa en un materialismo devoto de la liturgia religiosa de las marcas y el aparentar éxito y prestigio social.

El apoderado formado bajo este conjunto de dinámicas, construyó durante finales del siglo XX, un sujeto hedonista,  caprichoso e intolerante a la frustración. No habita en él más que el goce inmediato y la impaciencia en todos sus sentidos.

El apoderado es a la vez un cliente. «Saquemos educación cívica, historia, filosofía y ciencias sociales del currículum» se decía, «ya no es importante» … decían. En la otra cara, los administradores burocráticos y tecnócratas proclamaban que la educación es un bien de consumo. Era lo que decía Piñera el 19 de julio del 2011 en plena revolución pingüina cuando se inicia el primer terremoto originado en la fractura impulsada por educación digna y de calidad. Fue la primera grieta de una política pública fundamentada en la definición clientelar dentro del seno de la educación.

El modelo neoliberal, formó generaciones de consumidores de servicios educacionales. Es la época en que las universidades privadas adiestraron generaciones de profesores bajo la lógica de prestadores de servicios pedagógicos a clientes, anulando el rol de maestro y el de aprendiz. Lógicamente, esa construcción ilustrada y enciclopédica que siempre estuvo tras la educación pública como motor de desarrollo personal, molestó a la mentalidad comercial y economicista, pese a lo cual, aún goza de preeminencia en la actitud cotidiana.

Así, el concepto en crisis de educación como sinónimo de integración a sistemas de consumidores, cambió el peso de la autoridad, restándole a l@s educador@s el poder de decisión al interior del aula: es la época en la que el alumno toma conciencia de que el profesor tiene el mismo valor y reconocimiento social que cualquier servicio del mercado. El apoderado es también cualquier madre, padre o tutor que relaciona su mundo de vida de consumo como un cliente y el cliente, por regla general, siempre tiene la razón.  Desautoriza el trabajo docente y baja la exigencia académica por interferir negativamente en el resultado de las notas.

En la racionalidad del apoderado, la vida neoliberal incorporó la conversión de la infancia y adolescencia a un objeto de cambio; tres sietes o contradictorias recompensas materiales de prestigio social por bailar cueca y disfrazarse de latifundista.

El apoderado aprendió que la educación no solo necesita de logros y títulos académicos.  Además debe exhibirlos como símbolo de estatus y prestigio social. ¿Explican estas orientaciones de conducta el por qué la vocación profesional hoy también está en crisis y encontramos esta inercia y desidia en el comportamiento de los organismos públicos y privados?

III

La amenaza digital sobre la autoridad del conocimiento

Las matrices culturales anteriores chocan de golpe y sin mediar racionalidad con la emergencia del nuevo espacio de relaciones e interacciones sociales a través del mundo de vida digital.

Como dice un meme, “hace veinte años internet era un escape del mundo real y hoy, el mundo real es un escape de internet”. La libertad creativa y el potencial revolucionario de la tecnología digital, se transformó en un reflejo -literalmente- de nuestro capital cultural y nuestros estados anímicos, conformando una matrix nueva, donde la inteligencia artificial y estrategias de neuromarketing, tomaron el control de la atención kinésica y de percepción de la realidad en cada individuo.

Mientras la población se hizo adicta a la realidad virtual, ejércitos de bárbaros digitales comenzaron a crear contenidos formativos bajo la influencia omnipresente de los algoritmos, desafiando a profesores y apoderados respecto a las verdades que van desde el conocimiento hasta la moral. Youtubers, ticktokers, influencers, diseñadores, especialistas en anuncios y mercadotecnia, ofrecen alternativas con empaque visual de lujo, cuya mayor fortaleza es el atractivo psicológico que implica el condicionamiento operante pavloviano.

Los estudiantes actuales contrastan las verdades aprendidas con nuevos difusores de contenido digital. Cualquier duda que un alumno tenga respecto de la importancia del medioevo o la teoría de la relatividad, puede encontrar un infinito océano de contenidos multimedia para indagar (o naufragar). Siendo que entre links y hashtag, el conocimiento es horizontal, la autoridad se licúa tanto en el  nuevo rol de los profesores como la autoridad ética de los apoderados: los creadores digitales son los nuevos educadores de la realidad y, los algoritmos, sus asistentes y administradores.

Niños, adolescentes y jóvenes, serán las generaciones que terminen por borrar los espíritus culturales del Chile colonial y el neoliberal o someterse a los vaivenes de  todas las contradicciones del siglo XX que aún no terminan por fenecer. Todo, por supuesto, dependiendo de la autoconciencia que dentro del rol de apoderado, podamos aprender para mejorar no solo a la educación, sino que también a nuestra prehistórica cultura cognitiva.

Bibliografía, links, descargas y videos de interés

Bauman, Zigmunt, (2005), “Los retos de la Educación en la Modernidad Líquida”, editorial Gediza, colección pedagogía.txt, Barcelona-España, ISBN:978-84-9784-229-7 .https://ciec.edu.co/wp-content/uploads/2017/06/Bauman-Zygmunt-Los-Retos-De-La-Educacion-En-La-Modernidad-Liquida-1.pdf

Eidelstein, Dr. Omar (coordinador) CONGRESO INTERNACIONAL DE LUCHA CONTRA LA VIOLENCIA EN EL FUTBOL, Panel Experiencias Internacionales, Facultad de Derecho, Universidad de Palermo, Buenos Aires, Argentina.

https://www.palermo.edu/derecho/noticias/pdf/Experiencias_Internacionales.pdf

Yáñez-Velazco, Juan-Carlos (2013), “La educación en sociedades líquidas”, en Revista Iberoamericana de Educación Superior (ries), México, unam-iisue/Universia, vol. IV, núm. 11, pp. 137-141, http://ries.universia.net/index.php/ ries/article/view/336.

https://www.redalyc.org/pdf/2991/299128589008.pdf

Tomado de Actes de la Recherche en Sciences Sociales. Traducción de Mónica Landesmann. Texto extraído de: Bourdieu, Pierre, “Los Tres Estados del Capital Cultural”, en Sociológica, UAM- Azcapotzalco, México, núm 5, pp. 11-17.

https://sociologiac.net/biblio/Bourdieu-LosTresEstadosdelCapitalCultural.pdf

Artículos

Nuria G. Alonso de la Torre, Psicóloga infantojuvenil, “Por qué los padres no deben insultar a los niños nunca”, www.guiainfatil.com

https://www.guiainfantil.com/familia/padres/por-que-los-padres-no-deben-insultar-a-los-ninos-nunca/

videos y reel

Reel «las redes sociales como espejo de nuestros prejuicios».  https://www.instagram.com/reel/Ca3Sid4PGr3/?utm_medium=copy_link

Educación líquida – Zygmunt Bauman

Batalla campal entre hinchas en el fútbol mexicano

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    интернет билайн казахстан, самый дешевый
    тариф билайн

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