Deseo, comunidad política y enseñanza jurídica
ABSTRACT: In an interview with Pratiques Revue Barthes poses a question of profound relevance to legal education: how to reinscribe desire in the folds of a space of institutional knowledge? Most of the time we worry about the content in teaching. But the task is not only focused there, he warns. Th...
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| Formato: | Artículo publishedVersion |
| Lenguaje: | Español |
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Universidad de Buenos Aires. Facultad de Derecho. Dirección Carrera y Formación Docente
2021
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| Acceso en línea: | http://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=cfdocente&cl=CL1&d=HWA_5734 http://repositoriouba.sisbi.uba.ar/gsdl/collect/cfdocente/index/assoc/HWA_5734.dir/5734.PDF |
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| Sumario: | ABSTRACT: In an interview with Pratiques Revue Barthes poses a question of profound relevance to legal education: how to reinscribe desire in the folds of a space of institutional knowledge? Most of the time we worry about the content in teaching. But the task is not only focused there, he warns. The real problem is to know how values or desires that are not foreseen by the institution can be put into the content, in the temporality of a class. How to make the university community a community of desire? How to forge a poetics of thinking that enhances the affirmation of the whole community? The present work aims to address these questions considering two references: the law & psychoanalysis movement, and a spinozian reading of education. In this framework, it is argued that, insofar as desire is built with law and not outside of it, as pre-Freudian political thought tends to argue, the articulation between law and psychoanalysis is precisely the appropriate space for its deployment and understanding. A legal education as the politics of desire is thus offered as a key to rethinking new practices that make it possible to displace instrumental rationalities, debureaucratize knowledge and open new temporalities that challenge the demands for immediacy of cognitive capitalism. Likewise, a Spinozian view of the educational field is proposed that renews the political imagination, teaches us to distrust closures and conceives the collective as a poetic force that generates the world. A Spinozian reading of teaching bets on a thought of the educational field far from technocracies and close, instead, to the political as poiesis, as a collective construction of the freedom to think. This implies, first of all, reading the encounter between concept and affection. Because, in short, as Spinoza well teaches: nobody knows what a body is capable of. |
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