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Se intenta establecer un pensamiento filosófico que permita la recuperación de la reflexión por el saber –del- ser, actualizar la pregunta por la técnica que para este caso estaría en la interrogación por la gerencia educativa y sus servicios en el contexto ideológico e histórico de las sociedades del gerenciamiento y desnaturalizar los influjos alienantes de la configuración de sujetos y subjetividades gerenciales.

The thesis to be developed in the following pages consists of the connection that the two authors Marx and Chul Han have in relation to the importance of unveiling the mechanisms and logics from which past and present capitalism intends to reify itself as the only one of the possible worlds, as the end of history or as the closure of social struggles.

The presence and philosophical, political and pedagogical centrality of the question for the emancipation in the nineteenth and twentieth century thinkers, mainly the presence of the idea in the training proposal (Bildung) in the neohumanist pedagogues of the Germany of the early 19th century. For Humboldt and Herbart, formation is possible only in defense of the human condition as a possibility of change, as a transformation, hence the pretension to generate from the formation a pedagogical - philosophical resistance to the absolutist theses of the time.

Paulo Freire to education can only be understood as a practice of freedom. However as a social action aimed at the realization of human beings. The relationship between education and freedom is created from anthropological and pedagogical defense of the human as a species called to be more ontological vocation and to permanently to formed. Therefore, this paper recognizes the author a great contribution to pedagogy, their reflections and praxis about education, and politics questions for freedom.

The reflection considered in the present text revolves around the analysis on the relations between the fields of formation, organization and popular mobilization, an analysis that has been framed in five decades of contributions of the Freiriano thought to the formation of subjects and the Recovery of the theoretical-practical dimension of the notion of Popular Power in the search paths for the unity of the peoples in resistance with an emancipatory political proposal.

Lost educational proposals critical Latin American seems a quixotic action in the context of current political realities - economic neoliberal, where the call to the ephemeral and trivial market appears to be from Adorno and Horkheimer: the new “siren” or following the old thesis of Marx, “the new opium of the people”. This text intends to approach the thought of one of the initiators of the movement of popular education or education critic in Latin America; In fact, the teacher Simon Rodriguez (1769 - 1854)

This idea, in the field of critical studies of educational management, stresses the sociotechnical dispositions of national and transnational educational policies, which, in the field of management societies, propose the same thing in the same way, is To say, the instrumentalization of existence from various forms of alienation, even from those that from the fascism of the market sell freedom as one more commodity. It will be vital for critical thinking in Latin America to engage in dialogue with other forms of education, which are reluctant to be co-opted by the school's banking system.

To think today a pedagogy that asks for peace seems to be a matter of conjuncture, a stomach response to current issues, but it would be pertinent to recognize that this theme was already part of the “utopian anticipations” of the classics of pedagogy; Comenius, Rousseau, Kant, Pestalozzi, Herbart, Freire, among others.

This research article seeks to present the concept of popular education as a dynamic of pedagogical tradition and cultural movement, emphasizing its diverse, multidirectional, nondeductive character; that is to say, that there is not a foundational moment in which some general principles, conceptual or doctrinal foundations, were set out, from which subsequent political and pedagogical practices were generated and what there has been is a sort of popular educational field - where there are different perspectives of what is popular. El presente artículo de investigación pretende presentar la Educación Popular como una dinámica de la tradición pedagógica y movimiento cultural, resaltando su carácter diverso, multidireccional, no deductivo, es decir que, no existe un momento fundacional en el que se propusieron unos principios generales, unas bases conceptuales o doctrinales, desde las cuales se generaron unas prácticas pedagógicas y políticas posteriores y lo que ha existido es una suerte de campo educativo – popular donde existen diferentes perspectivas de lo popular.

In the following lines will try support why it is central to the pedagogical and political praxis review, recovery of life, lived as the main field of dispute or contest with the siren song of hegemonic powers. And is that part of the action and counter-hegemonic thought, is fundamental questioning about the kind of subjectivity that we set, we live, we recognize and defend in our daily lives. It is at this stage of the micro-politics where molecular hegemonies makes its appearance, leaving us, sometimes unconsciously and consciously other, the legacy of its hegemony, colonization our life worlds. Leaving as a challenge to restore the social and political subject.

El artículo presenta una aproximación a la obra de Niklas Luhmann. Muestra la relevancia de su obra como una teoría de la sociedad moderna que tiene como base la teoría de sistemas y la cibernética. En un primer momento, el artículo recons- truye las bases conceptuales de esta teoría, destaca conceptos como el de autopoiesis, auto-referencia e interpretación. En segundo lugar, se destaca un punto de vista metodológico en el que se aborda el concepto de observación y de diferencia. Finalmente, el artículo destaca los aportes de la observación de sistemas al campo de la pedagogía. © Revista Colombiana de Ciencias Sociales.

First step, seeks to broadly down some of the known theories of resistance. The idea in this item will be the statement configured stress field around the idea of resistance as a political option. In a second step, seeks to identify the key ideas of Paulo Freire around the resistor, as a Latin American perspective able to shed light on the "other" ways to act politically in our territories, from a critical or resistance. Finally, some conclusions are proposed that will synthesize the above and leave open questions for further reflection exercises and thematic depth.

This article deals with a critical and comprehensive analysis of the relationships between the existing tension and dialog of theschool and youth cultures in the school context, that is how the worlds of youth life are sifted and the recognition of the cracking of the borders of the school, like an academic exercise, will let the recognition of the dynamic youth cultures of discipline which tell andspecify different youth vital journeys.

RESUMEN: El presente escrito pretende adentrarse de forma inicial, en la comprensión de las dinámicas pedagógicas y educativas que sirvieron de base a la intervención de infantes y jóvenes por parte de las pedagogías católicas, principalmente en la temporalidad histórica y social de la Colombia de principios del siglo XX. Para ello, se traen a colación hechos pedagógicos como la educación de menores de edad en Colombia, hechos sociales como las concepciones de minoría de edad en las pedagogías católicas y hechos históricos como la configuración de la nación colombiana de principios del siglo XX. La reconstrucción de estos hechos, se basa en una mirada pedagógica, sociológica e histórica que pretende ir más allá de la mera descripción, proponiendo para ello algunas herramientas teóricas como: el concepto de temporalidades panoptizadas, las pedagogías católicas y la moral católica. ABSTARCT: This purpose of this paper is to present an initial understanding of the pedagogical and educational dynamics that were the basis for the Catholic education of children and youths in Colombia at the beginning of the 20th Century. In this line of thought, the paper reviews educational events like the education of children, social events like the conceptions of being under age, and historical events like the configuration of the Colombian nationality at the beginning of the 20th Century. The reconstruction of these events is presented from an educational, sociological and historical perspective that intends to go beyond description. In order Diego Alejandro Muñoz Gaviria 843 to achieve this purpose, some theoretical tools are used, like the concepts of panoptical temporality, Catholic pedagogy and Catholic morality. COL0011483

El presente texto pretende problematizar, a la luz del diálogo de saberes de la antropología pedagógica y la socio-fenomenología, el tema de los espacios pedagógicos. Para tal fin, se traen a colación las categorías de mundo de la vida, excentricidad humana y espacio escolar, con el interés final de poner en cuestión la clásica idea de considerar por antonomasia la escuela como espacio pedagógico privilegiado. O presente texto pretende problematizar à luz do diálogo de saberes da antropología pedagógica e da socio-fenomenología, o tema dos espaços pedagógicos. Com esta finalidade, são trazidas a colação as categorías do mundo da vida, da excentricidade humana e do espaço escolar, com o interese final de questionar a ideia clássica de se considerar, por antonomasia, à escola como um espaço pedagógico privilegiado. This text reflects on pedagogical environments in the light of contributions derived from pedagogical and historical anthropology, and from sociophenomenology. For the purpose of questioning the classical idea that considers schools as the privileged pedagogical environment, the following categories are brought to bear: lifeworld, human ex-centricity and school space. Key Words: Pedagogical environment, school space, life-world, human ex-centricity, education, pedagogical anthropology, socio-phenomenology.