We arrive clearly at something: the structural-funcionalista paradigm no longer exerts its hegemony as at the beginning of IT IS. Their fundantes premises had been the use of the schools like essential instrument to reproduce the social system, and of the State like instrument of the dominant groups to exert the control of that social system. The strategy was the selection of a part of the ad hoc cultural universe of the dominant groups so that it is reproduced in the ideological schools, apparatuses, and that way to obtain the established reproduction of an order, dominant ideology and division of classes. It was tried, to sum up, the normalization of an inept and ideologically dangerous subject. And today? We have two inherited attributes that do not lose use: the social stratification in eternal return and the absence of ideologies. Although as of 1960 it operates a perspective change of the pedagogical actions in Latin America, the existing polarization follows the antinomy dependency/liberation. Still if the Peronist stage with its particular devices of incorporation of the popular sectors is considered, both attributes persist. Normalizar has become, then, in a symbol, a fiction/truth that creates a sense: the one of coercion, the control, the repression of nonconventional the social actions.
And, like symbol, it express the mutation that undergoes the objective reality towards a subjective construction. However, we enter the classroom. The childhood and the adolescence become position of the misfortune of the education. To be adolescent is a violent battle, where the identity is not assumed by a revolutionary mechanism, but by plagiarism, by mediatic appropriation of images imperceptibly distorted by the absence of emblems. And the school, instead of to socialize from imaginary which it offers like valid model, it resigns to offer that model and it leaves reality it, or worse still, than the representations that the students have of her, are those that are taken like reference to give course to actions also distorted. The misfortune of the education also have damaged our sense of social property, as much the one of teachers as the one of aprendientes, because they have his cause and effect in the symbolic dismantling of the human relations.
The result: violence forms that, by their polysemy, escape to us. Until now only there are shortage how not to repeat, how not to avoid. How one prevents a Astiz, a Etchecolaz? How are turned determinism? In those beginnings the fight of classes was the motor of history. Today it is the fight of classes in literal sense. Metaphysical landslide says to him What we have left do, or we have done badly, so that a pencil is replaced by a knife? We only know that the body of the education stays alive beyond the reduccionismo which it puts under the body politician, and it is only the skepticism, consequence of the desacralizado cosmos that disorients and, sometimes, disappoints.